UC-NRLF 


$C     n,     ULl 


Denominational   colle.fres  west   of   the  Mississiopi:    a  i 

i 

study   of   their  service   and   influence.  \ 


By 
Grladdys  Esther  Muir 


TH-SSIS  I 

Submitted  in  partial  satisfaction  of  tiie  requirements  for  the  degree  of  j 

I 

{ 
MASTI5R     OF  ARTS 

I 

1 

Education  • 

i] 
in  the  ' 

gr^uati5  division  '< 

of   the  i 

UiilVHlRSITY  OF  CALIFORiaA  ' 


December,    1920 


eojjoATioN  oe*^' 


ANALYTICAL  TABLE  OF  CONTENTS. 

Page 

INTRODUCTION. 1 

1,  A  Statement  of  the  Problem  and  Its  boundaries. 

2.  An  attempt  to  arrive  at  the  natur^  of  the 

problem  through 

(1)  a  definition  of  the  general  concept 
Public  Service. 

5.   Looation  of  the  Difficulty, 

4,  PosGible  Methods  of  Solution,  by  finding  out: 

(1)  Educational  Opportunities  afforded, 

(J?)  Leaders  contributed  to  the  State  Religion, 
Education,  Businepe  and  Industry, 

(;5)  Progressive  Moverpents  Influenced. 

(4)  Ideals  fostered  and  Atmosphere  created, 

5,  Means  of  Measurement  and  the  Accuracy  of  the 

Means. 

6,  A  Preview  of  the  study. 

7,  Definition  of  terrns, 

CHAPTrR  1 9 

The  Public  Service  Rendered  by  the  Denomin- 
ational Colleges  through  the  Educational 
Opportunities  they  have  afforded, 

1.  Introduction. 

2.  The  First  College  vest  of  the  Mississippi. 

3.  Denominational  Colleges  between  1830-1850. 


r  f  tr  n  o   .« 


■?  .' '  '  ^ 


Digitized  by  tine  Internet  Archive 

•  in  2008  with  funding  from 

IVIicrosoft  Corporation 


<»"  mXiwt  ^*M  ttm  . 


http://www.archive.org/details/denominationalcoOOmuirrich 


Paga 

Chapter  I«  (con:) 

4.  Denoalnatlonal  Colleges  between  1860-1880, 

(1)  Cross  Section  of  Denominational  Educa- 

tion In  1870. 

(2)  Type  of  Educational  advantages  afforded. 

5.  Denominational  Colleges  since  1880. 

(1)  Cross  Sections  in 

1896-97, 

1907, 

1917. 

(2)  Later  type  of  educational  advantages  afforded. 

6.  Corcluslon, 

chapt:r  II. 14 

The  Contribution  the  Denominational  Colleges 
have  made  through  their  Graduates. 

1.  Introduction: 

(1)  The  training  of  leaders  a  function  of  the 

College. 

(2)  The  difficulties  encountered  in  determining 

the  loaders  contx'lhuted  by  the  denoraina- 
tior^al  colleges. 

(5)  The  biisls  for  this  study. 

2.  A  general  survey  of  all  the  leed^rs  contributed 

by  the  denominational  colleges. 

(1)  Leaders  contributed  to  the  State. 

(2)  Leaders  contributed  to  Business  &  Industry. 

(3)  Leaders  contributed  to  the  field  of  Education. 

(4)  Lsaders  contributed  to  the  field  of  Religion. 

3.  Conclusion. 


fla*5^ 


.OftdJ- 


-.-!t^^'^.' 


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Pago 
CHAPTER  III 28 

Progressive  Movements  Influenced  Xty   the 
Denominational  Colleges. 

1 .  Int  rodu  c 1 1 on , 

(1)  Uov   a  college  Influences  any  movement. 

(2)  The  difficult Ifls  to  be  encountered  In 

determining  the  influence  of  the  de- 
nominational colleges  on  such  move- 
ment s, 

(5)  The  kind  of  solution  undertaken  In  this 
chapter. 

2.  The  Influence  of  the  Denominational  College 

on  various  political  Issues. 

(1)  The  Cause  of  the  Union  in  1860. 

(2)  The  Fight  for  Democracy  In  1917, 

3.  The  Influ?>nce  of  the  Denominational  College 

on  Social  and  Industrial  Movements. 

lespecially  Prohibition) 

4«   The  Influence  of  the  fienominatlonal  College 
on  vsrlous  advance  movements  in  Education. 

(1)  Co-education. 

(2)  The  Education  of  the  Negro. 

6.   The  Influence  of  the  Denominational  College 
In  the  field  of  Religion. 

(The  Missionary  Movement  of  the  Church). 
6 .   Summary • 


••sdvrj: 


»       N/.- . 


-3VOC.  r.Qiju   r.'.c   a'-.-^ 


'.-Ti-:  "ff  :r»  ii3S5?.ft1 


fit      '^'T^) 

juia      .a 


Page 
Chapter  IV 40 

Ideals  th"t  have  fostered  and  Atmos- 
phere created  in  the  Oormnunity  by 
the  Denominational  Colleges. 

1.  Introduotion. 

(1)  Relation  of  the  activities  of  a 

college  to  its  ideals. 

(2)  Means  of  determining  the  ideals 

of  a  college. 

(3)  Allowances  to   be  made   in  drawing 

Conclusions. 

2.  Existing  conditions  which  foster  such 

political   ideals  as 


[^*i 


Demooraoy. 
. .    Freedom.  * 
3)   Unity  of  spirit. 


3«  lieans  of  the  denomination-  1   colleges 

for  the  development  of    such  social 
id«als  as 

(l)    Soeiability. 
•«  (2)   Tolerance. 

(3)  Initiative. 

(4)  Loyalty. 

4^         Bducational  Ideals  held  by  the  Denomin- 
ational Colleges. 

%         The  Religious  Ideal. 

6«    The  Atmosphere  created  by  the  Denomin- 
ational College 

(1)  Within  the  local  community. 

(2)  Within  the  denomination. 

f*         Summary 


9^irt 


fi    \V 


QhayMr  V • .     fQ 

«tlMP  Oo»«t««afailons  to  1M  takM  late  ao- 
oount  in  •Kitiaating  th«  PubXio  3exTlo« 
9mUnA  hy  thm  TmiomlaaMtmA  0»ll«c«s« 

X»      Xntnduotlon. 

Tim  B«e«siity  for  adding  uo  tha  looMa  In* 
oiurrad  kgr  tlM  Daaoama/lional  OoUaet a,  aa 
aa  tha  oontrllnitlona* 


(Ummnl  atataMant  and  IXluatratlona  of  tha 
laaaaa  inourrad  thvough  dupXlaatlon  of  af« 

ix)     Dua  to  o.  Xaok  of  oo*«peratlon  batvaen 
at 


(2)  lAabta  tha  laok  ef  a  unlflad  vHm  vlth- 
in  tha  danoalnation. 

3«      Loaoaa  inourrad  through  law  atandarda  of 

II)  mtyaaaa  raqulrananta* 
2)  quality  of  work  offarad. 
3)  Oonf  arring  ef  dagraaa* 

4*       OUHulatlTa  loss  due  to  tha  praoading  Xoaaaa 
•ad  tha  attitude  ef  tha  atate  tevard  tha 
BananlnAtlonal  Cellegaa* 

5*      X«a8  incurred  through  tha  PvoauXgation  of 
oeotarlanln. 

6»       oisnifleaaaa  of  the  profit  oad  loee  of  i)e« 
nemlnatleaai  ooXlagaa  through  eontraat 
with  that  of  other  inetltutloaa. 

Ohaptar  VI..  OonoXualon-.   •••••••• 69  -"sX 

!•      Objaot  of  tha  Chapter. 

2.       QusaMury  ef  tlia  Pubilo  sarvlee  reodarad. 

3t       OiHMary  of  the  Loasea  ineurred. 

4,       The  Baeia  for  a  future  prograa  of  aotlTitlea 


.i^':if,- ' 


«49ii 


9\  - 


'fit It  nal'T  i»Vt\3m  t  jaX  ik^ 


^^t»ij-.; 


Pac« 


Ohnpter  VI.   .  Conolusion  (oont*) 

atroa  to  b« 


(1)  XliainRtlen  •t  1«S8  resulting  fxoB 

duplioation  of  effort. 

(2)  Tho  Raising  of  Sduoationol  staadardo 

(a)  TO  protect  the  eduoational  int- 
er est  a  of  the  state. 

(b)  To  defeat  Geetari anion* 

(o)  TO  train  liMders  more  eff  loimtXy. 

6*    Tbe  Peouliar  eerrioe  to  be  enoouroeed  in 
the  Denominational  College  a* 

(1)  The  training  of  religious  leodera. 

(2)  The  fostering  of  the  religious  ideal. 


Appendix 


fl^i'F 


^^m 


INTRODUCT  ION. 

The  problem  which  we  have  undertaken,  is  to  find 
out  what  public  service  has  been  rendered  by  the  denomin- 
ational colleges  west  or  the  Mississippi.  The  limitations 
placed  upon  the  kind  of  higlaer  educational  institutions 
investigated,  were  based  on  the  assumption  that  the  public 
service  rendered  by  a  college  of  this  type,  is  of  a  unique 
and  distinct  character.  The  restrictions  placed  upon  the 
field,  were  made  for  the  sake  of  convenience.   It  has  not 
been  assumed  that  the  public  service  rendered  by  the  dc- 
nominational  colleges  in  this  region  vas  different  in 
quality,  from  that  rendered  br  like  colleges  of  any  other 
region,  although  it  has  been  supposed  that  the  geographi- 
cal location  has  had  something  to  do  with  the  type  of  the 
of  the  college  and  the  kind  of  service  it  has  rendered. 

The  results  of  our  investigation  may  well  be  pre- 
ceded by  a  study  of  the  nature  of  the  problem,  its  pecu- 
liar difficulties,  and  the  possible  methods  of  solution. 

It  is  obvious  that  before  we  attempt  to  find  out 
what  public  service  has  been  rendered,  we  should  have  a 
well  defined  meaning  of  the  concept  public  service,  since 
our  idea  of  the  kinds  of  service  which  a  college  may  ren- 
der, depends  somewhat  upon  our  concept  of  the  general  tex*m. 


,  *1     u 


T  II  I 


9S  al 


^•i<J«'IO     Off. 


9t-' 


9i' 

ion 


•ii«;*'i 


e;t  :i(ti£(^tt<80«  biut  mma 


rrp    a'Sftf/ct' 


Trf 


'Ci6  ai 


-8- 


"Publlc  Service"  Is  ueed  80  frequently,  and  In  so  many 
different  wmya  that  It  Is  rather  difficult  to  select  from 
these  varied  usages  the  cojui^tn  ebaraoteristicSf  and  to 
mark  off  the  meaning.  B\it  from  a  study  of  the  uses  of  the 
term,  and  its  derivation,  »e  have  taken  the  rather  broad 
dtflnitlon  that  public  service  is  any  activity  engaged 
upon  by  an  individual  or  group  of  individuals,  ifhich  is  of 
use  to  a  oomamnity*   It  has  in  it  the  idea  of  ministranoe 
which  extends  beyond  the  ministrant.  An  institution,  then, 
which  renders  public  service,  is  an  institution  which  serves 
the  people,  -  an  institution  which  serves  a  larger  group 
than  the  members  of  its  o»n  body. 

If  we  take  the  definition  that  public  service  it 
a  form  of  activity  which  is  of  use  to  a  community,  the 
first  question  which  naturally  arises  is,  -  How  can  it  be 
measured?  I^e  know  that  not  all  that  is  useful  is  material, 
and  that  that  which  is  not  m<)terial  can  with  difficulty  be 
measured.   In  attempting  to  find  out  the  public  service 
rendered  by  an  institution,  it  is  clear  that  only  as  far 
as  the  service  is  concrete,  can  it  be  accurately  measured. 
What  is  not  concrete,  can  only  be  eetlsaated.  Our  problem 
is  not  one  which  will  admit  of  an  exact  solutiMi.  Ke  can- 
not hope  to  find  out  all  the  public  service,  nor  measure 


a*  tin* 


-3- 


all  that  we  do  find  exactly.  The  results  will  T^e  only 
an  approximation. 

Returning  to  our  general  definition  of  public 
service,  let  us  consider  those  activities  in  which  a  col- 
lege may  engage  which  may  be  regarded  as  public  service. 
What  may  a  college  do  -  which  is  of  use  to  a  community? 

The  most  obvious  service  that  any  educational 
agency  can  perform,  is  the  educational  opportunities  it 
affords.  Any  institution  which  educates  a  number  of  peo- 
ple efficiently,  is  surely  of  use  to  a  community.   One  of 
the  methods,  then,  by  which  we  can  measure  the  public  ser- 
vice rendered  by  the  dennminational  colleges,  is  to  find 
out  what  kind  of  education  they  have  afforded,  and  the 
numbers  they  have  reached. 

A  few  of  those  who  are  trained  in  any  educational 
institution,  are  able  to  serve  the  community  in  a  larger 
way  than  their  fellows,  Theoe  are  of  especial  worth  to  a 
community.  As  Dr.  King  has  said,  in  his  "Personal  and 

Ideal  Ele^nents  in  Education":  -  "The  world  peeds  pre-emi- 
nently the  leadership  of  a  few  of  greater  social  effioieiJ- 

itl 
cy  than  any  of  the  other  types "     Another  method, 

then,  of  finding  the  public  service  rendered  by  the  denom- 


1.  Henry  Churchill  King,  Personal  &  Ideal  Elements  in 
Education,  The  Primacy  of  the  Person,  p,ll. 


••fi* 


♦  nc 
J9BOO    •    Oi    4MX;   Ic  >    0    Tj» 

-©«c  "Jo 
•198   cl/-^  '  sii/aiivffi  n«o  aw  ri& 


3S.E. 


X«nol*J80Xil>«  T««  ni   b<  f  Tto   w»1  A 

iviji  lAnoaia^"  eld  ni    «i>laa  sjsit  ;:  "G  bA 

-lfl:e-*>Tfr  sb?^n.  frfrow  ^rl!i  )a  nl   s^nw*: 

r 

-«ort»ft  «rf:t  vd  9^.   aolrnaa  oi  jfilbnil  1o 


•4* 


inational  colleges,  is   by  finding  what  leaders  they  have 
contributed  to  the  various  fields  of  human  endeavor,  -  the 
State,  Religion,  Education,  Business  and  Industry. 

The  Influence  of  an  individual  or  an  institution 
almost  always  affects,  to  some  degree,  the  development  of 
every  issue  of  the  day.   A  college,  whose  influence  is  a 
definite  force  in  furthering  any  movement  for  social  pro- 
gress, is  surely  rendering  public  service.   If  we  found  out 
to  rhat  extent  the  denaninational  colleges  have  put  them- 
selves on  record  with  regard  to  these  movements,  this  would 
be  another  means  of  measuring  the  public  service  they  have 
rendered. 

An  educational  institution  not  only  influences 
movements  of  the  d«jy,  but  is  itself  the  creator  of  standards 
of  living  and  ideals  for  conduct.   A  college,  which  func- 
tions in  an  Inspirational  nay,  la  of  use  to  the  people. 
Thus,  any  attmept  to  find  out  what  ideals  have  been  fostered 
by  a  college,  or  the  kind  of  at.nosphere  created  by  it,  is 
an  attempt  tt  finding  out  that  public  service  it  has  rendered. 

Having  discussed  the  various  methods  nhich  can  be 
used  In  working  out  our  problem,  let  us  look  at  the  means 
of  measurement  and  their  accuracy. 

The  educational  opportunities  offered  by  the  de- 
nominational colleges  may  be  found  through  a  study  of  col- 


*£^  >"♦[.'■*  '   far,  ?      .TO 


-one 


loml* 


qui:  J 


^rf 


.b) 


■•^«n 


lege  bulletins,  ^nd.   of  the  reports  Issued  toy  the  U.  S. 
CoinmteBloner  of  'ducat  Ion.   /  It  hough  th«  latter  9rp  not 
so  reliable  for  the  earlier  years,  they  «ire  accurftte 
for  the  present  time  »lth  »hlch  *e  ai'e  chiefly  conoprned. 

The  question  of  hov.  to  find  out  vhat  leaders 
h've  been  trained  by  the  denomln'^tlonBl  colleges,  pre- 
sents several  practical  difficulties.   In  the  first 
place,  'ust  Viov  much  of  leidersVip  Is  due  to  college 
training,  and  ho«  much  is  due  to  natural  genius,  is 
uncertain;  yet  this  has  a  great  deal  to  do  »lth  ""he 
cr-'l*-  -^ioh  m""  *""  -*-  -  t-r   +•-   college,   .s   r,  "!^-'  t^~ 
Bhoss  in  the  "Americen  College  in  American  Life"  -  "One 
must  not  be  f^lltyof  claiming  too  much.      Jollege 
is  only  one  of  the  factors  vhloh  helps  to  develop  the? 

character  'ind  the  norklng  po*er  of  an  Individual 

'.  e  are  nt^ver   to  forget  thit  the  home,  personal  associ- 
ation, environment,  as  »ell  as  ability,  are  to  be 
»elgh4d  nnd   assessed.   Many  aien  of  'light  and  leading' 

would  8*-ill">"»ve  been  mldp;^  „.   heir  fello«8,  if  they 

It  V 
had  never  gone  to  coll^  i^e.   Yet  the  college  has  rendered 

unique  and  peculiarly  rich  service.   It  has  in  nearly 

ever*-^  instance  increased  abilitv  nd  r.ade  ability  more 

,^  1. 
efficient.'    Another  difficulty  to  be  encountered 


!•   Ohas.  K.  Thving,  Ainerlcon  Jollege  in  .  merican  Life. 

Chap.  II.  Certain  ^rT-^nt  Hesults.  o.  46. 


o.^. 


•r:  ':^ 


d» 


.G** 


In  determining  the  leaders  that  a  college  has  contribu- 
ted, la  the  fact  that  leadership  la  not  always  accom- 
panied hy  distinction.   It  is  evident  that  there  are 
many  leaders  who  do  great  service,  who  are  not  known 
outside  of  their  im-tiedlate  community,  fte  would  not 
choose  to  overlook  them,  but  it  is  clear  that  our  in- 
vestlgatlofl  must  be  limited  to  leaders  of  the  "prominent" 
type.  And  it  seems  safe  to  assume  that  a  truly  great 
leader  will  ultimately  reach  distinction.  Leaders  of 
this  type,  for  the  piresent  day,  can  be  found  by  a  study 
of  "liho's  *ho'*,  and  college  records  of  their  alumni. 
Although  it  cannot  be  claimed  that  this  means  of  measure- 
ment is  adequate,  an  investigation  of  this  type  ought 
to  bring  forth  some  fruit. 

The  extent  to  which  the  denominational  colleges 
have  influenced  various  progressive  movements,  cin  be 
found  through  the  facte  of  history,  -  a  study  of  the  move- 
ments themselves.  This  means  of  measuring  the  public  ser- 
vice rendered  by  the  denominational  colleges^  is  closely 
connected  with  the  preceding  one;   for  it  is  largely 
through  the  leaders  they  have  contributed,  that  the  col- 
leges have  advanced  these  movements. 

There  Is  no  direct  means  of  finding  out  lust  what 
ideals  have  been  created  by  the  denominational  colleges. 


•tVOOOB    ttf 


^•iiB  ;•■.".' 


-Xbo  *'rii  c' 


-7- 


The  creation  of  an  Ideal  is  something  Intangible,  and 
cannot  be  measured,  as  can  the  numbem  educated  by  a 
college,  for  instance.  The  nearest  approach  to  find- 
ing out  just  ho*  these  colleges  have  functioned  inspi- 
rationally,  la  to  Investigate  the  conditions  within  the 
colleges  for  the  growth  of  the.'e  ideals,  and  the  state- 
ments made  by  the  leaders  of  these  institutions  as  to 
the  standards  that  have  been  maintained. 

V,'lth  these  means  at  hand,  in  the  four  chap- 
ters which  follow,  the  foregoing  methods  will  be  used 
to  find  out  the  public  service  rendered  by  the  denomin- 
ational colleges  west  of  the  Mississlpnl.  But  before 
any  final  estimation  can  be  made  of  the  public  service 
that  has  been  rendered,  it  will  be  necessary  to  investi- 
gate the  negative  side  of  the  question.  The  value  of 
the  public  service  rendered  can  only  be  made  apparent, 
when  the  public  service  has  been  set  over  against  what- 
ever loss  has  been  Incurrec  •   ^^^  *'®*^  significance  can 
be  best  understood,  only  by  comparisons  of  this  service 
with  that  rendered  by  other  tynes  of  higher  educational 
institutions.  To  secure  the  net  results  by  adding  up 
the  profit  and  loss,  is  the  problem  of  Chapter  V.   Chap- 
ter VI  is  a  brief  suromary  of  the  results,  in  the  light 
of  which  suggestions  are  made  as  to  the  lines  of  activity 


►a 


-8- 


by  which  the  denominational  colleges  of  the  future  may 
best  serve  the  people. 

Although  there  are  various  uses  of  the  term  - 
denominational  college,  the  definition  which  has  been 
adopted  in  this  study  is  the  same  as  that  used  by  the 
U.  S.  Commissoner  of  Kducation,  i.e.,  it  is  used  to 
designate  a  college  which  is  wholly  or  partially  con- 
trolled by  some  religious  denomination.   So.^e  reference 
has  also  been  made  to  those  colleges  which  at  the  pres- 
ent timet  are  not  controlled  by  any  religious  denomin- 
ation,  but  which  were  founded  as  denominational  colleges 
and  fhlch  are  still  religious  in  character. 

v.e  are  now  ready  to  consider  the  public  ser- 
vice rendered  by  the  denominational  colleges  »est  of 
the  Mississippi,  through  the  educational  opportunities 
they  have  afforded. 


*ft.. 


<*9« 


CHAPTER  I, 

THK  PUBLIC  SERVICE  RENDERED  BY  THK  DENOMINATIONAL 
COLLEGES  TRRODOK  TEE  EDUCATIONAL  OPPORTUNITIES 
THEY  HAVE  AFFORDED. 


As  the  Aoerlonn  frontier  was  pushed  across  the 
Mississippi,  and  the  population  of  the  ne»ly  occupied 
regions  became  org<=)nlsedf  one  of  the  first  interests  of 
the  pioneers  was  the  promotion  of  higher  education.  Here* 
as  in  the  Ne»  England  States,  the  earliest  higher  educa« 
tlonal  opportunities  were  afforded  by  the  church,  through 
the  denominational  college.   In  nany  states,  even  before 
political  organisation  vas  completed,  colleges  had  been 
established  already,  by  the  various  religious  denomina- 
tions. They  *ere  an  expression  of  the  interest,  not  only 

* 

of  the  local  convnunlty,  but  of  different  religious  asso- 
ciations and  missionary  societies  in  the  eastern  states,  * 
who  were  concerned  for  the  spiritual  and  intellectual 
welfare  of  the  pioneers. 

In  1818-1918,  while  Congress  was  wrangling  over 
the  Missouri  Bill,  the  work  of  higher  education  had  been 
begun,  by  the  Rt.  Rev.  Louis  Du  Bourg  in  St.  Louis.  This 


1.  For  example.  The  bocloty  for  the  Promotion  of  rheolo||i« 
oal  EduGatlon_ln  the  i.est;  and  the  Iowa  Educational 


:|C*l9c 


6' 


-i^fe 


&9.»9 


-10- 


Instltutlon  vas  handed  over  to  the  Society  of  Jesus  In 
1827,  and  four  years  later  received  Ite  charter  as  a 
University.  The  college  nas  noted  for  its  misslona^^'"^^ 
activity.   It  wielded  a  greet  Influence  over  the  Indians, 
and  itself  sent  out  many  colonists  into  the  land  still 
farther  nest. 

Between  1830  and  1850,  when  the  line  of  settle- 
ment extended  through  Hebraska,  Kansas,  Indian  Territory, 
California,  Oregon  and  Utah,  -  fourteen  of  the  colleges 
of  the  present  day  were  founded.^   Twelve  of  these  were 

denominational  colleges,  four  of  which  were  cstahllshed 

2 

in  stitet  not  yet  fully  organized.    Two  years  before  the 

Oregon  question  was  settled,  a  school  was  opened  for  the 
education  of  Indian  and  white  children.   This  was  the 
origin  of  IMlliamette  University.  While  Texas  was  yet 
in  the  days  of  the  Republic,  a  Baptist  University  was 
founded  there.  An  eloquent  historian  of  Baylor  describes 
the  beginnings  of  that  institution:-  "While  thus  in  the 
chaos  of  a  bloodv  revolution,  when  nine-tenths  of  her  ter- 
ritory was  the  hunting  ground  of  predatory  savages,  when 
not  only  no  railroad  line  was  projected,  but  also  when  het* 


1.  See  Map  1. 

2.  Iowa  tesleyan,  Iowa  1842?   ISilllamette,  Oregon,  1844; 

Baylor  University,  Texas,  1845j  St.  Mary's,  Kansas,  1848. 


aec 


-11- 


only  thoroughfare  of  travel  and  traffic  »ero  Indian  war 
trails,  or  the  narro*  ruts  cut  by  the  hoofs  of  migratory 
bison,  -  then  our  Baptist  fathers  -  fe»,  poor  and  widely 
scattered,  peoured  the  charter  and  laid  the  foundations 
of  this  institution."  ^  The  next  year  a  woman's  colleg* 
was  opened,  which  was  re*»lly  an  outgrowth  of  this  insti- 
tution. 

From  1850  to  1880,  seventy-three  more  of  the 

2 
colleges  now  existing,  were  founded*    These  colleges 

were  distributed  through  the  first  tier  of  states,  west 
of  the  Mississippi,  -  Nebraska,  Kansas,  Texas,  the  far 
ftest,  and  the  newer  frontier  in  Colorado,  About  two- 
thirds  of  these  colleges  were  denominational.  They  were 
ft&i,  however,  strictly  colleges  In  the  sense  in  which  we 
ordinarily  use  the  term.  A  study  of  the  reports  mede  by 
them  to  the  Depiartraent  of  the  Interior,  shows  that  near- 
ly every  college  had  a  large  preparatory  department,  and 
judging  by  the  nximbers  enrolled,  and  the  proportion  of 
the  faculty  in  them,  their  work  overshadowed  In  import- 
ance that  of  collegiate  grade.   In  some  of  the  colleges 
there  were  also  departments  of  law,  nsdicine  and  theology* 


1.  J.  J,   Lane  -  History  of  Education  in  Texas,  Chap.iy. 

p.65  (U.S.  Bur.  Educ,  No.  2,  190S) 

2.  See  Map,  No.  2. 


•Xi« 


JK 


yfrpw*   " 


-  .'■^•^  ^-.r^ 


•*.'•<* /Too    ».  'apOW 


'^xao 


DS'Idw. 


.lT029J^;f 


-IS- 


Often  In  the  latter,  free  tuition  was  offered  to  those 
preparing  for  the  ministry  or  for  olssior.ary  work.   Some 
of  the  colleges  advertised  coinraercial  courses,  and  special 
QOUrses  in  music,  art,  and  physical  culture*   On  the  »hole, 
the  type  of  educational  advantages  offered  by  the  denomin- 
ational colleges  of  this  period,  seems  to  have  been  of  a 
general  nature,  in  which  secondary  »orlc  vas  loost  prominent. 
Klght   of  these  colleges  were  t^omen's  Collegas,  and  vltb 
the  exception  of  the  ^oman  Catholic  schools,  nearly  all 
offered  educational  advantages  on  an  equal  basis  to  "ladias 
and  gentlenen". 

The  Report  of  the  U.  S.  Cosimlsaloner  of  Eduoa« 
tlon  in  1870,  shows  that  QZ%   of  all  the  students  In  the 
colleges  west  of  the  Mississippi,  were,  at  that  time.  In 
denominational  institutions*   In  Texas,  the  only  higher 
educational  opportunities  offered  to  its  youth,  were  those 
afforded  by  the  denominational  colleges •  Callfoz^ia  fol- 
lowed closely  with  &Q%   of  its  college  students  in  Church 
Schools.  Oregon  had  all  of  its  college  students  in  denom- 
inational colleges,   Iowa,  84^  Kansas,  73ji;  Missouri, 
7X%»    '      In  the  denominational  colleges  of  the  three  states 


1*   Including  Baylor  and  Llndenwood  Female  College 
2*  See  Diagram  I.  Based  or  Table  I,  Appendix. 


40!' 


.ii  ■■•  A.1^  .■ 


i,«jjip»  ax-   .'.o  Bif^iSuiisvw 


•^^  :  ■    '■  i  rl.if)   V  .anol.'tL'' 


o    bB-^Ot 


»S^^ 


.s 


-13- 


Callfornla,  Io«ft  and  Mlasour^l,  were  over  half  of  the  col- 
lege students  of  the  entire  region. 

^Inoe  1880,  Colleges  have  heen  ostabllahod  In 
eveiry  state  west  of  the  Mlesiaalppl*^  Of  those  which 
still  remain,  two  thirds  are  denominational.  But,  nlthough, 
from  the  poiht  of  view  of  number  and  permanency  of  the  in- 
stitutions estBbllehed,  denOTJinatlonal  activity  has  been 
as  great  in  the  yeara  since  1330  as  in  the  twenty  years 
preceding  it,  the  percentage  of  students,  which  these  col- 
leges have  served,  hat  grown  steadily  less. 

The  Report  of  the  0.  S.  Conmlss loner  of  Educa- 
tion for  the  ye<»rs  1396  -  1397,  shows  that  the  percentage 
of  students  in  the  denominational  oolleges  of  this  regicm 

had  fallen,  since  1870,  from  33j(  to  59%.   California  had 

2 
dropped  from  86%  to  36;K;  Texas,  from  100>  to  72^.   On 

the  other  hand,  the  percentage  of  denominational  students 

in  Iflnnetota  had  risen  from  12>  to  38>,  and  educational 

activity  had  been  begun  in  the  newer  states  of  Colorado, 

Montana,  Nebraska,  the  Dakotas,  and  ftashlngton.  The 

states  in  which  the  decrease  in  the  percentage  was  least 

apparent,  were  Oregon,  Kansas,  Iowa  and  Miesourl. 


1.  See  Map  5. 

8.  See  Diagram  II.   (Based  on  Table  II.  A-^pendix) 


J  lo 


n»»d  tui 


nW 


:,.".;■ 


3JCX3J      «  ^  «CJ.     -     OyCi     ST'^V 


i><i  ■it* 


iioaO'j'  q*! 


cfO.'-"    OS 


-14- 


Durlng  the  next  ten  years,  the  percentage  of 
students  attending  the  denominational  colleges  dropp>ed 
from  59^  to  46^*   The  drop  was  most  apparent  in  North 
Dakota,  V/ashington,  lova  and  Colorado.  The  percentage 
in  Kansas  and  Texas  remained  about  the  same,  while  in 
California  the  percentage  of  students  in  denominational 
colleges  increased  slightly.   In  the  ne«  state  of  Okla- 
homa, the  denominational  colleges  also  began  their  edu- 
cational activity.  «»iAi>;^04> 

The  last  report  of  the  U.  S.  Commissioner  of 
Education,  containing  statistical  tables  of  the  Univer- 
sities and  Colleges,  (1917),  has  shown  the  same  general 

2 
tendency  as  that  of  preceding  years,   *ith  the  exception 

Qf  4>rkansa8  and  North  Dakota,  the  percentage  of  students 
in  the  denominational  colleges  has  fallen,  although  by 
not  quite  so  large  a  drop  as  during  the  previous  decade. 
There  are  at  the  present  time  183  Colleges,  Universities 
and  Technological  Schools  in  this  region, of  which  117  are 
denominational.   Nine  more  were  originally  denomination- 
al, but  have  changed  for  various  reasons  into  the  non^.i 
sectarian  column.   In  these  117  colleges  are  enrolled 


1.  See  Diagram  III.  (Based  on  Table  III.  Appendix). 

2.  See  Diagram  IV.   (Based  on  Table  IV.  Appendix). 

S,   (According  to  classification  of  D.  S.  Commissioner 
of  Education  in  1917.) 


.fcj[. 


r  s   trt    ^"^  r 


.IT 


D"i.x<-  ;r^3j 


-16- 


about  ZA%   of  the  entire  hunflDer  of  college  students  In 
this  region.  The  States  In  which  the  church  schools  still 
seem  to  be  the  most  prominent,  sre  Arkansas,  Kansas, 
Missouri,  Nebraska  snd  Texas. 


lot  only  has  there  been  a  change  in  the  num- 
bers which  the  denominational  colleges  have  influenced, 
but  thez*e  has  also  been  a  change  in  the  type  of  educa- 
tion afforded.  The  1917  report  of  the  D.  S.  Commission- 
er of  Education  shows  that  the  preparatory  departments 
still  exist,  but  have  become  leas  prominent.  Prom  this 
we  would  infer  that  the  quality  of  the  work  done  has 
also  been  improved.  Some  of  the  earlier  deoominational 
colleges  are  no  longer  found  in  the  classified  list  of 
"Universities,  Colleges  and  Technological  Schools",  but 
their  names  are  found  among  the  academies,  seminaries 
and  secondary  schools,  indicating  either  the  fact  that 
the  struggle  to  remain  a  college  has  proved  too  difficult, 

or  that  they  have  acceded  to  the  educational  demands  of 

1        2 
their  particular  community.   A  few   of  the  colleges  have 


1.  See  footnote  Chapter  IV.  p. 52 

2.  Twenty, (less  than  one-fifth). 


Xllta  aXopcfc 


T>ll«* 


■<>.->'«     ^ 


16. 


become  "unlversltlzed"  with  echoole  of  medicine,  law 
»nd  theology,  and  courses  In  raany  other  special  depart- 
ments. But  the  present  tendency  seems  to  be  to  narrow 
the  range  of  activities  at  both  extremities,  and  to  of- 
fer only  those  educational  advantages,  which  belong  to 
the  typical  college. 

Prom  this  sketch  of  the  educational  opportuni- 
ties afforded  by  the  denominational  colleges,  several 
facts  are  evident.  *flth  regard  to  the  nunibers  which  th#'^ 
denominational  colleges  have  reached,  their  greatest 
public  service  has  already  been  rendered.   It  has  been 
the  servico  of  a  pioneer.  The  denominational  colleges 
have  followed  the  frontier,  wherever  it  was,  and  were 
even  themselves  the  means  of  pushing  it  farther  west- 
ward.  In  the  early  days,  when  the  states  were  not  suf- 
ficiently organised  to  carry  on  their  own  educational 
activities,  the  denominational  colleges  entered  the 
field  and  began  the  work.  £ight  states  were  thus  aided 
before  they  were  admitted  to  the  Union,  while  three 

aaore  were  benefitted  by  the  denominational  colleges  be- 

2 
fore  their  own  state  institutions  weee  established. 


1.  Oregon,  Colorado,  Kansas,  North  Dakota,  Minnesol)a, 

Iowa,  Missouri,  Texas. 

2.  California,  Idaho,  Louisiana. 


-r- 


b»  ti-  r«v   c 


66J 


-17- 


As  the  State  colleges  have  grown  In  strength,  the  de- 
nominational college  have  Influenced  a  decreasing 
percentage  of  students,  until,  at  the  oreaent  :lrae, 
thp-rr   cr«^  ©duc^^lng  Only  a  little  more  than  one-third 
of  the  number  or  college  students  of  this  regiont 
At  first,  the  quality  of  the  education  afforded  was 
of  a  rather  inferior  type.  But  it  must  be  granted  that 
even  offering  the  advantages  of  a  secondary  education 
to  a  pioneer  conanunity,  in  which  High  Schools  were  not 
yet  n\in>eroua,  was  of  aone  public  seznrlce.  The  kind 
of  education  offered  to-day  by  there  colleges,  be- 
cause of^tbe  narrower  range  atteiapted,  is  an  Improve- 
ment  over  the  old  type. 


. 'i  f -Tf?.' 


M        ^^        w        t> 
o      o       o        o       o 

o 

o       o 

H 

GD    «0    O 
O    O    O 

California 


o 


;t> 

33 

> 

• 

Iowa 

Kansas 

Louisiana 
Minnesota 

Missouri 


0 
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H 

oq                                                                                                                jregcn 

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o 

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8  fl  p.  nail 

p'^oesnr.i'A 
Itisoeai/. 


aaxsT 
xlfllU  ^ 


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* 


ooo        ooooo        ooo, 
Arkansas 


o 


California 
Colorado 

lovia 

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Louisiana 

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> 


Nebraska 


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Texas 

^                    ntqh 

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of). 


p:foeeai: ! 


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v^ 


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wca  t^cno'-^iQDtoo 


o     o        o       o       o     o        o 


M 
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California 

Colorado 

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Iowa 

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V' 

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>  •  •  •  •       w  ' 


-18- 


CHAPTER   II. 


*   THE  COHTRIBUTIOM  THE  DENOMINATIONAL  COLLEGES  HAVE 
MADE  THROUGH  THEIR  GRADUATES. 


In  the  preceding  chapter  we  were  concerned 
with  the  public  service  rendered  by  the  denominational 
colleges  through  the  numbers  they  have  reached*  But 
always  it  has  been  recognized  that  the  ftinction  of  a 
college  is  not  so  much  to  attempt,  by  itself,  to  leaven 
the  ihole  lump,  as  it  is  to  train  leaders,  who,  with 
better  equipment  than  that  which  can  be  obtained  by 
the  masses,  diall  become  the  means  of  enlightening 
places  more  remote  than  those  touched  by  the  college 
itself.  Heoce,  it  is  the  purpose  of  this  chapter  to 
examine  the  contribution  the  denominational  colleges 
have  made  to  the  leadership  of  our  country. 

But,  as  was  stated  in  the  introduction,  wt 
meet  in  the  beginning  some  very  practical  difficulties. 
In  the  first  place, the  earliest  college  founded  in  this 
region  was  established  in  181S;   to  attempt  to  find  all 
the  leaders  contributed  by  the  denominational  colleges 
from  that  time  to  the  present,  would  be  too  large  a 


-81- 
a  3  T  ^   A  H  0 

aaTAoa 


^1  Tcr  9JMI  ••  Son  •!  99*rfod 

,tln»  to  aoiian  eif^  «B0»«4r  lX*cfe   ,6*bs«m  »r<i 

'vo    <  V    7- ;     ^.j  9mit  imd^  Mo*tt 


-19- 


taak  for  this  chapter,  and  would  require  the  most  com- 
prehensive knowledge.  For  our  purposes,  we  shall  be 
obliged  to  "sample"  the  contributions  they  have  uade, 
by  making  an  Intensive  study  of  the  leaders  they  have 
contributed  during  a  limited  period  of  time.  For  the 
same  reason,  we  must  limit  our  examination  of  leaders 
to  those  whose  leadership  has  been  accompanied  by  some 
distinction.  At  the  risk  of  seeming  superficial  ana 
"worldly-minded",  we  must  leave  out  of  our  con  aider  at  i^0B 
the  many  who  xxndoubtedly  have  led  In  their  local  com- 
munities, but  not  In  such  a  way  that  they  have  come  In- 
to general  prominence.   V^e  leave  them,  not  because  we 
do  not  recognize  the  service  they  have  rendered,  but 

because,  even  If  we  would,  we  could  not  find  data  con- 
cerning them.  The  third  difficulty,  that  of  deter- 
mining to  what  extent  the  colleges  are  responsible  for 
the  leaders  they  have  contributed.  Is  not  one  which 
can  be  definitely  solved;  but  we  have  assumed  that  a 
student,  whatever  his  native  genius,  ha*  had  hla  abil- 
ity increased  during  the  four  years  he  has  been  In  col- 
lege, and  that  by  the  time  he  graduates,  aorae  of  the 
credit  for  hie  leadership  may  be  given  to  the  college. 
Because  of  these  necessary  limitations,  our 


-4>i- 


9ti 


rtC 


le   ^fiodJ  OJ 


»&»</ 


■9J& 


alrf  - 


.zuso^d 


-20- 


study  Is  baaed  on  the  graduates  of  the  denominational 
colleges  of  this  region,  whose  names  are  found  In  "Who*8 
Iho  In  America "for  1918-1919.  This  represents  a  con- 
tribution that  was  made  by  the  denominational  colleges 
between  the  Jrears  1860-1914,  the  greatest  number  of 
leaders,  however,  being  graduates  of  the  decade  1890- 
1900.   It  Is  evident  that  the  results  of  our  Investiga- 
tion are  probably  not  as  favorable  to  the  denomination- 
al college  as  would  be  a  study  of  the  contributions  to 

leadership,  made  by  the  denominational  colleges  In  an 
earlier  period,  when  their  activity  was  greatest.  But 

because  this  study  Is  based  on  present  evidence.  It 
has  been  considered  more  Interesting  and  practicable. 
About  35^  of  the  graduates  of  the  colleges, 
west  of  the  Mississippi,  whose  names  are  found  In 
■who's  Who  In  America"  (1918-1919),  are  from  denomin- 
ational colleges.     The  decade  In  which  the  largest 
number  of  these  graduated,  was  that  of  1890-1900.   In 
the  preceding  chapter,  we  noted  that  In  the  Report  of 
the  D.  S.  Commissioner  of  Education  for  1896-1997,  about 
59^  of  the  total  number  of  college  students  In  this 


1.   See  Appendix,  Tables  V,  VI, and  VII.  The  statistics 
In  this  chapter  Include,  among  the  denominational 
colleges,  those  institutions,  now  nonsectarlan,  which 
were  denominational  at  the  time  in  which  the»e  stu- 
dents graduated. 


r3<^n  ^.tP 


— O  f.-'i'-i^rt 


iisonr 


96 
xfOld*    ,;, 


:'ns  r,til 


.^ 


oo 


f» «  « '^  r  *  ■•(•:? 


o  IfW 


-21- 


region,  were  In  denominational  colleges.   If  we  accept 
the  report  of  this  year  aa  an  average  for  the  decade. 
It  »ould  sena  that  the  proportion  of  leaders  furnished 
by  the  Church  Schools,  has  not  been  In  keeping  with  the 
nvunbers  they  have  reached. 

In  speaking  of  public  service,  the  line  of 
activity  of  which,  probably,  we  first  think.  Is  direct 

service  to  the  State.  About  12^  of  the  graduates  of 

1 
this  region  are  In  the  service  of  the  State.   Of  this 

12^,  the  denominational  colleges  have  furnished  not 

2 

quite  one-third.   They  have  given  a  Secretary  of  the 

Treasui^  and  three  State  Governors,  -  Jos.  A.  Bumqulst 
of  Minnesota,  George  tt.  Clark  of  Iowa,  and  A.  Dookery 
of  Missouri.  They  have  conttibuted  four  members  to  the 
Forelgh  Service,  also  eleven  Judges,  and  thirty  Con- 
gressmen. 

In  the  realm  of  Business  Ac  Industry,  and  In 
the  medical  and  legal  professions,  the  denominational 
colleges  have  done  very  little.  This  is  not  strange, 
however,  for  we  have  noted  that  the  work  offered  by  the 
denominational  colleges  has  been  of  a  general  type,  and 


!•   See  Diagram  VI. 
8«   See  Diagram  ^ 


-rr- 


a      .a^saXX' 


•^ «»  *s  ,• 


^3  f -;r:/ 


b' 


M> 


,0(UI^    4iJ 


VftiJ  ««  •rot    (tftvaworf 


tat-'.,-. 


-22- 


that,  with  f©»  exceptlona,  they  have  not  aimed  to  give 
vocational  or  professional  training.   Of  the  total  nim- 
her  of  leaders  In  this  region*  who  might  come  under 
this  class,  the  denominational  colleges  have  furnished 
about  one-fifth.^  About  295t  of  the  lawyers,  and  213i 
of  the  physicians  and  surgeons  listed,  have  come  from 
the  denominational  colleges. 

The  field  to  which  «e  would  expect  any  educa- 
tional agency  to  make  the  largest  contribution  Is,  of 
course,  the  field  of  education.  The  denominational  col- 
leges have  contributed  the  largest  numbers  of  their 
graduates  to  this  eau8«.  So.  In  fact,  have  the  State 
Universities  and  other  higher  educational  Institutions, 
Bence,  the  percentage  of  leaders  of  this  class  contri- 
buted by  the  denominational  colleges.  Is  not  much  lar- 
ger than  the  percentage  of  leaders  contributed  to  the 

2 

service  of  the  State.    Over  half  of  the  college  grad- 
uates of  this  region  are  In  the  field  of  Education, 
33^  of  these  came  from  denominational  colleges.   It  Is 
interesting  to  note  that  the  part  of  the  field  in  which 


1.  See  Diagram  IX. 

2.  See  Diagram  IX* 


^v;<-x    X 


"1 


tt9- 


ciiX9 


-  —.  .J,  ,4. 


10 


^itiX''iii        4MN. 


%fab»^^ 


Bi  4U)0   90«ri:f   to 


-23- 


they  have  been  moat  actively  engaged.  Is  the  adminis- 
trative side  of  education.  They  have  given  to  the 
nation  48  of  the  college  presidents  listed,  or  73^  of 
all  the  college  presidents  coming  from  this  territory. 
Many  of  these  are  presidents  of  other  denominational 
colleges,  80  the  contribution  has  been  one  that  has 
benefitted  themselves  chiefly.   Some  of  them,  however, 
are  presidents  of  the  larger  State  Universities,  and 
Won-Sectarlan  Colleges,  among  whom  might  be  mentioned  - 
Marlon  L.  Burton,  President  of  the  University  of  Mich- 
igan; David  P.  Barrows,  President  of  the  University  of 
California;   Samuel  Avery,  Chancellor  of  the  University 
of  Mebraska;  William  Biszell,  President  of  the  Agri- 
cultural and  Mechanical  College  of  Texas;   Prince  Lucian 
Campbell,  President  of  the  University  Bf  Oregon;  and 
Edward  Boone  Craighead,  President  of  Tulsne  University 
from  1904-1912,  University  of  Montana  1912-1915. 

The  Church  Schools  have  furnished  over  one- 
fourth  of  the  most  prominent  educators  and  University 
professors  from  the  west.  Prank  ».  Blackmar,  Edward 
A.  Ross,  Henry  Carter  Adams,  Ed.  Prank  Buchner,  Austin 


1.   Mad«  President  of  the  University  since  Volume  X 
of  "Who's  Iho  in  America"  was  issued. 


-£Si- 


ilO/ 


-OfiO    n*' 


^v*:-*' 


X  «' 


^f1 


-1  lo 


o*  «<f- 


f..-?«#f^  .      ■•  . .-rs'sir  srfrf  mcr"*.   yrofg^l^eTti 


.24- 


Oraig,  William  Emmons,  Fred  Palrehllds,  Jn.  Merlin 
Smith  and  David  Sneddon  are  graduates  of  these  col- 
leges.  In  the  department  of  research,  outside  of 
that  which  Is  done  In  connection  with  teaching,  the 
denominational  colleges  have  not  contributed  as  large- 
ly as  have  the  State  Universities  and  Colleges.  This 
Is  probably  due  to  the  fact,  stated  before,  that  the 
education  they  have  offered,  has  been  general  In  Its 
character,  and  has  not  furnished  the  opportunities  or 
the  equipment  for  the  development  of  specialists.  This 
accords  with  Dr.  Thwlng's  view  of  the  service  rendered 
by  the  American  College  In  general.  -"Its  service",  he 
says,  "has  been  of  greater  worth  In  training  men  than 
In  promoting  scholarship.   It  has  affected  society  more 
generally  and  deeply  through  its  graduates  than  through 
Its  conttlbutlon  to  the  sciences.  Its  work  for  America 
and  for  the  world  has  been  largely  done  through  the 
men  whom  it  has  educated.   It  has  been  rather  a  mother 
of  men  than  a  nurse  of  scientists!"  ^In  literature  and 
art,  the  denominational  colleges  have  contributed  about 
one-fourth  of  the  leaders. 


1.   Thwing,  Chas.P.   The  American  College  in  American 
Life.  Chap.  II.  Certain  Oreat  Results,  p. 46. 


•  Jt-  - 


s. 


<»?i  "lA. 


AS. 


X 


j.-VfJ-: 


i;iij;;!5    "'■ 


■«!».  saict. 


ff'^ii'S"  '? 


::x  ju^iiitiJ 


&-«-f:  3« 


-26- 


By  far  the  greatest  contribution  which  the  denomina- 
tional colleges  have  made,  is  in  the  field  of  religion. 
Established,  as  many  of  them  have  been,  by  their  res- 
pective denominations,  for  the  sake  of  training  a  learn- 
ed minstry,  they  have  turned  back  to  the  denominations, 
a  large  number  of  trained  church  leaders.  Although  the 
niimber  of  graduates  of  the  denominational  colleges  en- 
tering the  ministry, Is  not  so  large  as  those  entering 
the  field  of  education,  they  have  furnished  four-fifths 
of  the  whole  number  of  clergymen  coming  from  this  re- 
gion.   The  training  of  denominational  leaders  by  the 
various  colleges  is  perhaps  a  nore   altruistic  service 
than  it  might,  at  first,  seem.  For  as  B.  farren  Brown 
has  pointed  out  in  his  "Educational  V.ork  of  the  Churches" 
this  country  is  largely  a  Christian  counti?y»  If  the 
denominational  college  serves  the  chtirch,  it  renders  a 
public  service.  There  are  not  a  sufficient  number  of 
students  graduated  by  all  the  theological  schools  to 
supply  more  than  half  the  annual  number  of  recruits 
needed  for  the  ministry.  The  remaining  must  be  supplied 
from  those  without  this  training  or  from  the  colleges. 


1.    See  Diagram  H»i 


2.   B.  Warren  Brown  -  Educational  Ykork  of  the  Church. 
U.S.Bureau  of  Education,  Bulletin  1919,  Ho.  10 


TOlatic 


-fiftig 


♦  atoac 


Xd 


^« 


%^- 


■  '.''f 


r»^"ff*»f 


to   t* 


■r»ff»T- 


•i/S 


.S 


-26- 


The  State  Schools  are  so  conetituted.  In  -most  cases, 
that  they  caiviot  supply  the  necessary  religious  instruc- 
tion*  Hence,  the  burden  falls  largely  upon  the  denom- 
inational colleges.   If  they  have  supplied  this  need, 
they  have  /rendered  a  large  pikblio  service.  To  the  num- 
ber of  leading  ministers,  add  the  most  prominent  social 
and  reform  workers  and  missionaries  trained  by  the 
denominational  colleges,  and  «e  have  represented  81$  of 
all  the  leaders  of  mor«>l  «4od  spiritual  endeavor,  which 
the  colleges  of  this  region  have  contributed  to  the 
world. 

The  individual  colleges  in  this  region,  which 
have  contributed  the  largest  numbers  of  graduates  to 
the  ranks  of  "Who's  Iho",  are  -  Orinnell  Colle;?e,  Iowa, 
(formerly  Iowa  College,  founded  by  the  Congregationa- 
llsts);  Cornell  College,  Iowa;  Carleton  College,  Minn- 
esota; Bake*'  University,  Kansas;   and  Baylor  Univer- 
sity, Texas  .  The»e  five  colleges  together  have  contri- 
buted over  one-fourth  of  the  graduates  furnished  "tho's 
Tho"  by  the  denominational  colleges. 

From  this  sample  of  the  Contribution  the  De- 
nominational Colleges  have  made  through  their  graduates, 
the  following  facts  seem  to  be  established: 


-ds- 


,£93  •  oecti/rfManoo 


f  fwr 


-il'U-  ^•gi<»iXos    »Vi'l    »«?' 


r  irttth 


i-irf<»f     J?>. 


•fa«r 


-27- 


1.  That  the  denominational  colleges  have  not 
trained  as  many  leaders  as  the  ntunbers  they  have  reached 
seem  to  warrant.  In  the  period  Investigated,  they  edu- 
cated more  than  half  the  whole  number  of  college  students, 
but  developed  a  little  more  than  one-thli*d  of  the  prom- 
inent leaders. 

2.  But  the  greatest  contributions  which  they  have 
made,  through  their  leaders,  have  been  to  those  lines  of 
activity,  -  namely,  religion  and  education,   for  which 
they  are  peculiarly  adapted,  and  in  which  they  best  ful- 
fill their  functions  as  religious  institutions  and  edu- 
cational agencies. 


1.   ^ee  Diagram  VII 


-';.<:• 


d:>.;  3i 


♦'?!1^f  f' 


;o  a.3 


f  .—;< 


r»'TT  ?"'"*'  ■*! 


-  :>e'-i   9v : 


."iia 
Mil 


* 


DIAGRAM  VI. 
St^te  Reli-  Business  & 

gion     Education      Industry 


Showing  the  AistriUutioD  of  leaders 
(graduates  of  all  colleges)  In  the 
various  fields. 

DIAGRAM  VII. 

Business 
State  Religion   Education        &  Industry 

Showing  the  distribution  of  leaders 
furnished  by  denominational  colleges 
in  the  various  fields. 

DIAGRAM  VIII. 

Businees  & 
St ate. R.   Education         Industry. 

.1    «  t  t '. 

Showing  the  disbrlbutlon  of  leaders 
furnished  by  the  State  universities 
and  non~sectarlan  colleges  in  the 
various  fields. 


DIAGRAM   IX. 


A  Comparison  of  thq  r^umber  of  leaders  furnished  by  the  De 
inational  colleges  with  those  from  the  higher  educational 


nom- 


instltutlon.  —  Denominational  Colleges 

—  Other  higher  Educational 
institutes. 


la 


MAHOATCl 

rrisf/a 

.-.- .  •    f 

,  r 

>.■,        .-,    -.    ?      }-r  >r^    ' 

,  , 

iXIoo    Xenoicf^nlmonsr?  ya   Dan 

.a[             Buoiifiv   9d-J   ul 

.IIIV       "/ 

ST3b09l 

idWi 

.t4 3lb   Qsii  gniJ?:odo 

asllisT: 

svlntr   Sojoctc 

i   barfs  iT'. 

arf.-t   n 

f-       p  f?  -r;  f5.  :    "  ^ 

J      -'   ■<.; 

-.  '■ 

•;i .;  .-joaa^non   n^-^'- 

--t  P>  r  A  V*  .  Ei.«/<*k  r  .■    1  \r 

«c&i^jL^a.x     o*j'k-»j.   --* 

..Ni    f.iAflCAia 

/-efl»r>  1 

•    :      ...„       v.-.,/„    ..,,,„ 

-j:ic 

r'>       -1  <-^  t->  ( .  .-^  ci  r       *>  rN      ly  .->  •  fci  f  rr 

L3jpOi/Jb«  leiigli- 

iO't^    i^anr^ct    .-i^itf    aa^Ql  r 

I 

• 

k-tu     -^ 

.as- 


CHAPTER   III, 

PROORESSIVB  MOVEMEWTS  IHPLDEMCKD  BY  THE 

'" ' :  >  u  ■ 

DENOMINATIONAL  COLLEOES. 


Any  aduoational  Institution,  although  a  con* 
iminity  within  itself,  is  also  a  member  of  other  larger 
communities.  As  such,  it  is  affected  by  the  changes 
which  take  r>lace  within  these  larger  units,  and,  in 
turn.  Itself  often  inaugurates  changes  within  these 
bodies,  l^henever  a  college  aids  in  bringing  about  a 
change  that  makes  for  social  progress,  it  has  performed 
a  distinctly  public  service,  whether  the  change  be  the 
result  of  a  political,  industrial,  religious  or  educa- 
tional movement. 

A  college  may  influence  a  movement  through 

the  leaders  it  contributes,  or  its  service  may  be  ren- 

c 

dered  by  the  more  intangible  method  of  shaping  public 
opinion  through  the  masses. 

In  seeking  to  show  the  contribution  that  has 
been  made  to  the  advancement  of  various  progressive 
movements  by  the  denominational  colleges  of  our  parti- 
cular group,  we  naturally  turn  first  to  the  history 


..x'r'^h 


.'••ft  nl 


-29- 


of  these  movements.  But  it  Is  not  to  be  supposed  that 
v«  can  find  there  a  record  of  all  the  forces  that  havt 
helped  to  shape  these  movements,  or  an  estimate  of  the 
extent  to  which  the  known  forces  have  contributed  to 
these  movements.   What  we  do  find,  are  instances  of 
known  contributions  made  by  certain  specific  colleges. 
Hence,  it  is  evident  that  in  our  investigation  we  can- 
not generalize  from  these  specific  cases^  often  #ar3r- 
ing  in  character,  as  to  the  contribution  that  has  been 
made  by  the  whole  group.   Mor,  on  the  other  hand,  when 
history  Is  silent  as  to  their  Influence,  can  we  infer 
that  there  has  been  none.   What  we  really  can  do,  is 
to  show  some  service  that  has  been  rendered  by  certain 
colleges  to  a  few  of  the  movements  for  the  advance- 
ment of  the  race. 

The  great  political  and  moral  issue  which 
came  to  a  crisis  during  the  middle  of  the  last  century, 
affected  nearly  all  of  the  colleges  established.   In 
many  of  them,  the  importance  of  this  issue  absorbed 
educational  interests,  and  the  colleges  were  forced  to 
close  their  doors  during  the  period.  Others  struggled 
along  in  a  very  hampered  fashion.  But  it  would  appear 
that  the  issue  affected  the  denominational  colleges 


r 


■•a 


-so- 


more  than  they  affected  the  determination  of  the  issue. 
Tet  some  of  them  offered  their  best  and  their  all  as 
leaders  to  the  cause.  A  good  illustration  is  that  of 
Cornell  College,  Iowa.  A  historian  of  Cornell  says: "In 
no  western  school  did  the  stirring  events  which  led  to 

the  firing  on  Sumter  excite  deeper  interest  than  at  Cor- 
nell. The  entire  faculty,  without  exception,  was  deep- 
ly imbued  with  the  Union  spirit."    A  large  percentage 
of  those  of  legal  age  enlisted  and  their  record  was  one 
of  the  bravest.  Among  them  were  ten  captains,  six  adju- 
tants, ten  lieutenants  and  one  quarter  master.  At  Lenox, 
the  president  of  the  College  entered  the  army  as  captain 
of  a  comaany  in  which  were  all  but  four  of  his  college 

students.  He  died  in  the  service,  as  did  forty-six 

2 

of  hla  students.     Central  University  sent  one  pro- 
fessor and  one  hundred  and  twenty-four  students.  This 

included  all  of  those  liable  to  bear  arms,  twenty-two 

3 
of  whom  died  in  the  service.    Iowa  College,  at  the 

eommenceraent  of  1864,  had  loft  only  two  male  students 

and  they  were  too  young  to  enlist.   Baker  University 


1.  Col. H.H.Hood,  Parker  L.P.,  Higher  Sducation  in  Iowa, 
Chap.  IX, n. 149,   D.S.Burenu  of  Education,  Clrc.Inf.1893. 

2.  Parker,  Hlgiier  Education  in  Iowa.  Chap, IX, p.  164.  U.S. 
Bureau  of  Education.  Clrc.  Inf.  1893. 

3.  Ibid  p.  132, 

4.  Ibid. 


-,  ,  '    r  r.       r- 


Ofl 

-too  ib  X9&al  •i«c«9e>  •^Jtox«  *fimvS  1  9tii 

-aoc.  ,    Tltfcsoxft   ^ttof^-rt-r    .''•.'♦rtff>jpt  '^^lirr*  '•r''  '^rr 


to 


!«! 


1r> 


•?1- 


«nd  Upper  lova  University  made  similar  contributions. 

The  Influence  ihlch  these  western  colleges 
exerted  in  the  sixties,  to  bring  about  the  establish- 
ment of  Union  and  Equality,  nas  renewed  in  more  recent 
years,  in  the  fight  for  democracy.  That  the  denomina- 
tional colleges  entered  heartily  into  the  plans  of  the 
governnwnt  for  carrying  on  the  great  struggle,  is  evi- 
denced by  the  aBtivities  in  which  they  engaged.   In 
over  half  of  these  colleges,  S.  A.  T.  C.  units  were 
established.   Red  Cross  work  was  organized.  The  Uni- 
versity of  Denver  reported  an  enrolment  of  four  hundred 
students  in  her  Red  Cross  courses.   Colorado  lhomen*s 
College  offered  courses  in  First  Aid,  in  addition  to 
the  regular  work.  McPherson  College  devoted  one  floor 
of  her  library  to  Red  Cross  activities.  Doubtless,  the 
work  of  these  institutions  was  duplicated  in  many  other 
colleges.   And  they,  as  a  group,  may  share  the  credit 
which  educational  institutions, in  general, were  given 
for  the  service  they  rendered  in  steadying  the  public 
mind,  and  dlsnersing  the  unfounded  rumours  and  exag* 


1.   See  list  of  S,  A.  T.  C.  units  organized,  -  Kolbe, 
Park  K.   The  College  in  «ar  Times  and  Ai'ter,  P. 296. 


.erf. 


•/ 


{?i' 


h^p 


0.M 


-32- 


gerated  reports  concerning  activities  on  the  front. 

B.  T.arren  Bro»n,  In  speaking  of  the  »ar  service  ren- 
dered by  the  denominational  colleges  as  a  whole,  says: 
"The  larger  institutions  were  active  in  scientific 
research  connected  with  the  war,  and  all  rendered  val- 
uable service  in  campaigns  for  the  Red  Cross,  T.  H. 

C.  A.,  Liberty  Loans,  recruiting,  and  to  an  even  great* 
er  extent  in  interpreting  the  spiritual  meaning  of  the 
struggle''.   This  last  service  was  of  especial  worth. 

Mush  evidence  cannot  be  found  for  specific 
contributions  made  by  the  denominational  colleges  of 
this  region,  to  such  social  and  industrial  movements 
as  the  Protection  of  the  Public  Biiilth,  Child  Labor 
Laws,  the  Safeguarding  of  Life,  etc..   In  fact,  indi- 
cations seem  to  show  that  the  state  \iniversitles  hive 

2 
been  the  leaders  in  these  reforms.    But  it  is  hardly 


1.  B.  Harren  Brown,  Education  under  Religious  Aus- 
pices.  Sducational  Bulletin,  1919,  No.  10. 

2.  Some  proof  of  the  leadership  of  the  Universities 
Is  found  in  their  extension  movements,  the  efforts 
of  the  departments  of  political  science  to  oo-or- 
cinate  their  work  with  real  life,  sociological 
activities,  public  lectures  on  health,  sanitation, 
etc..   See  Chapter  H,  The  Growth  of  a  Social  Con- 
sciousness, (Kolbe,  Park,  The  College  in  Rar  Times 
and  After), 


TBonfto   tlnor**^   h^^^rr^^x 


«4^    j^n 


-33- 


more  than  just,  to  suppose,  that  the  college-bred 
men  the  denominational  colleges  have  given  to  the 
community,  with  ethical  training  through  religious 
education,  have  done  at  least  their  share  in  the 
advancement  of  these  movements.  In  the  fight  agalnet 
alcohol  and  narcotics,  they  have  made  themselves 
effective  agencies  "by  the  standards  of  conduct  they 
have  maintained  within  the  colleges,  and  by  the  en- 
couragement of  such  activities  as  intercollegiate 
contests  in  oratory  and  debate  upon  the  subject.  An  • 
examination  of  the  "regulations*  printed  in  college 
bulletins,  shows  that  many  of  the  colleges  forbid  the 
use  of  intoxicating  liquors  and  tobacco  to  students, 
as  long  as  they  are  connected  with  the  institution. 
Baker  University  furnishes  an  example  of  the  Influ- 
ence of  one  college,  or  rather  the  supporters  of  the 
college,  on  the  matter.   In  the  founding  of  Baker,  a 
section  of  land  was  granted  them  by  the  Palmyra  Land 
Association.   On  a  part  of  this  section,  the  town  of 
Baldwin  City  was  laid  out.   In  the  deeds  given  by  the 


1.  Eg.  -  The  Intercollegiate  Prohibition  Associa- 
tion. 


.54* 


Educational  Assoelfttlon  to  the  property,  there  was  a 
clause  which  prohibited  forever,  the  use  of  the  lots 
as  a  place  of  making  or  vending  Intoxicating  liquors* 
Among  the  leaders  which  the  denominational  collcg'»s 
have  furnished  the  prohibition  movement,  are  Virgil 
Eenshaw,   Chairman  of  the  Prohibition  Party  National 
Committee,  since  1912,  and  Fletcher  Homan,  Executive 
C(»mnlttee,  National  Anti-Saloon  League,  1913*1915. 

Probably  the  most  evident  contributions  that 
have  been  made  by  the  denominational  colleges  of  the 
west  to  social  advancemlent ,  relate  *:o  various  progress- 
ive movements  in  education.  The  denominational  col- 
leges of  this  region  have  been  among  the  pioneers  of 
co«education.  Hamline  waa  one  of  the  first  in  Minn- 
esota to  afford  women  the  same  educational  opportuni- 
ties as  young  men.   In  1959,  eighteen  years  after 
Oberlln*s  first  women  graduates,  the  degree  of  Bach- 


elor of  Arts  was  conferred  upon  two  young  women  in 

2 
this  University.   According  to  Oreer,  in  his  History 

of  Education  in  Minnesota,  the  liberality  shown  women 


1.  Blackmar,  Prank  »,  -  Higher  Education  in  Kansas, 
Chap.  VI,  p.  120.  Circ.  Inf.  U.S.  Bureau  of  Edu- 
cation, 1900.  Mo. 2. 

2.  Oreer,  Jn.  N.  -  History  of  Education  in  Minnesota, 
Chap.  VII,  p.  173. 


-*.'^- 


/bJi  la  loot  o*  ^^i^p* 


i  '9n  ac 

-n  ^o  !»ffO  ••»  on: 


,  I  1   -»»- 


.n^Ai  9mfox  •*  m»lS 


s  «»«©•   *<«'»11  s' 


■ftt 


SITCiC 


\f 


to 


»»nf>  4 


.<?    ,IIV 


-35- 


by  the  lavs  of  Mlnr»8ot9  when  the  State  was  organized, 
might  have  been  due  to  the  Influence  of  this  institu- 
tion. When  Carleton  was  founded  in  1867,  it  adopted 
the  co-educatlonal  system,  offering  advantages  on 
eaual  tewna  to  men  and  women.  The  earliest  denomina- 
tional colleges  in  Iowa  also  favored  co-education.  Iowa 
Weeleyan  bears  the  honor  of  graduating  the  first  woman 
ever  admitted  to  the  bar.   Cornell  College,  Iowa,  from 
its  founding,  admitted  women,  and  claimed  to  be  ths  first 

college  to  elect  a  lady  to  a  professorship  on  the  same 

2 

salary  as  a  gentleman.   The  first  denominational  college 

In  Arkansas  adopted  co-education  as  an  experiment  and 
pronounced  it  successful.    In  Texas,  as  early  as  1845, 

Baylor  "demonstrated  the  wisdom  of  such  system     Thus, 
the  denominational  colleges  of  the  west  not  only  fur- 
thered the  cause  of  the  higher  education  of  women,  but 
through  It,  made  possible  fftelr  entrance  Into  larger 
fields  of  activity. 


1,   Parker,  L.F.  -  Elgher  Education  in  Iowa.  Chap.  IX, 

page  155. 
8.   Ibid.  -  Chap.  IX,  p.  151 

3.  Shinn,  Jos.  H.  -  History  of  Education  In  Arkansas, 
Chap.  IV.  p.  104. 

4.  Lane  J.  J.  -  History  of  Education  in  Texas.  Chap.  IV, 
p.  67. 


M 


.  PvoT 


%92:i 


A         ».      ^ 


-36- 


Another  cause  to  vhlch  some  of  the  denomina- 
tional colleges  have  contributed  is  that  of  the  Edu- 
cation of  the  Hegro.   Only  three  of  the  States  west  of 
the  Mississippi  may  properly  be  called  Southern  States, - 
Louisiana,  Texas  and  Arkansas;  -  but  in  these  three 
states,  what  higher  educational  opportunities  have 
been  offered  to  the  Negro,  have  come,  largely,  through 
the   denominational  colleges.  Very  few  of  them  have 
been  colleges  in  the  true  sense  of  the  word,  but  second- 
airr  schools  with  a  large  primary  enrollment  »nd  offer- 
ing a  few  courses  of  collegiate  grade.   Louisiana  has 
two  colleges,  -  Straight  College  and  New  Orleans  Uni- 
versity, -  offering  Junior  College  work.   In  1916, 
there  were  only  about  twenty  pupils  in  these  institu- 
tions who  were  enrolled  in  College  classes.  Texas 

* 

has  five  denominational  institutions  offering  limited 
college  work.   None  of  these  were  listed  as  "Colleges" 
by  the  U.  S.  Commissioner  of  Education  in  1S17.   In 
Arkansas,  Philander  Smith  and  Arkansas  Baptist  College 
have  done  some  tollegiate  work.  The  services  which  these 
colleges  have  rendered  for  the  welfare  of  the  colored 
race  have  been  limited,  either  because  they  have  at- 
tempted to  cover  too  wide  a  field,  with  insufficient 
equipment,  or  because  they  have  hindered  each  other's 


■.v. 


1o    IP- 


-57- 


progress  through  duplloatlon  of  effoi?t.   (The  latter 
will  be  dlecuased  at  greater  length  In  Chapter  V.) 
let,  notwithstanding  these  hindrances,  the  denomina- 
tional colleges  rendered  some  service. "The  early  foiind- 
ers  of  these  institutions  vere  men  and  «omen  of  high 
ideals  whose  daily  life  gave  to  the  freedmen  a  more 
precious  heritage  than  any  type  of  curriculum  could 

M  1 

possibly  provide. 

Perhaps  the  greatest  progressive  movement 
that  has  been  furthered  by  the  denominational  colleges 
of  the  middle  west  and  west,  has  been  the  Missionary 
movement  of  the  Church.  That  these  colleges  should  be 
strong  forces  in  the  creation  of  missionary  spirit  is 
not  strange,  for  many  of  them  were  themselves  conceived 
as  missionary  projects,  notably,  St.  Louis,  St, Mary's, 

§ttaw&  U.  and  Villiamette,  which  were  begun  as  missfton 
schools  for  the  Indians.  But  although  these  phases 

of  work  were  soon  closed,  the  missionary  spirit  has 

not  ceased.  The  colleges  on  the  first  frontier  have 

sent  their  representatives  to  the  still  farther  west; 

and  when  the  last  frontier  was  reached,  th«y  kept  on 


1.   Bulletin  1916,  Ho,   36  -  Negro  Education.  Vol.  1, 
Chap.  l\,    p.  56. 


;9Vj-»" 


no^ia.'"  'a*  *wr..'^if  n^*^' 


•♦t  «'n'Yir> 


TrGT    fi-S' 


f  7 


-38- 


sending  them  around  th«  vorld.  A  atudy  of  the  mission- 
aries »  who  sailed  between  the  years  1910  and  1013,  shovs 
that  no  less  than  one  hundred  and  fifty  had  been  sent  out 
by  the  denominational  colleges  of  this  region,  Into  places 
as  remote  as  China,  Turkey,  Japan,  India,  South  Aaerloa, 
Madagascar,  Hawaii,  Alaska,  Syria,  Mexico,  Persia  and 
the  Philippines.  Here  they  have  taken  the  best  elements 
of  our  civilisation,  the  teaching  of  the  One  Ood,  and 
the  example  of  the  monogamous  farally.  And  they  have 
rendered  such  Inveluable  service  to  these  people  as  the 
reduction  of  their  language  to  writing,  and  the  estab- 
lishment of  schools  and  colleges.  The  significance  of 

the  service  they  have  given,  la  most  eloquently  stated 

3 
by  Dr.  Thwlng,  In  bis  chapter  on  Certain  Greet  Results, 

(American  College  in  American  Life).   "In  fact.  It  Is 
within  the  bounds  of  simple  truth  to  say  that  the  Aster- 
icon  college  has  rendered  a  richer  service  to  the  high- 
est civilisation  of  the  entire  world.  In  preparing  men 
for  moral  "-d  z^llglous  work  In  foreign  countries,  than 
all  other  American  agencies  and  conditions  have  rendered." 


1.  Although  there  were  In  the  denominational  colleges  of 
this  region  only  about  one-third  of  the  total  number 
of  college  students,  they  sent  out  more  than  one-half 
the  total  number  of  missionaries,  not  including  those 
sent  out  by  Tr.  Schools.  For  statistics  see  -"Students 
fit  the  lorld-Klde  Expansion  of  Christianity."  Appendix. 

2.  p.  37. 


- 1;;, 

bam  tboB  f' 


;M  orfir   ,'itr 
an  it«d;f  arrafi      .BSRlorqlilcn  erf* 


ftd4   Mi»  •i^o«q   »«i» 


,»*/y««»H  ?9#t0  ni»#^ 


«1   X9 


-H?,. 


ir :.■ 


o*  • 


<»  hirxBbc 


n^ion-r%ii  n: 


t£»diaiin  lA 


--Tciei)  sirfif  n^  9^9 f  « 


f^    ./ 


-39- 


In  suaunarlzlng  our  Investigation  of  the  pub- 
lic service  that  has  been  rendered  by  the  denominational 
colleges  through  the  progressive  movements  they  have  in- 
fluenced, we  should  re-state  that  no  general  statement 
can  be  made  aa  to  the  Influence  of  these  colleges,  as 
a  group,  but  each  movement  has  been  touched  bv  some  of 
these  colleges.   The  political  movements  for  fh'*   es- 
tablishment of  Union  and  Democracy,  were  aided  by  most 
of  these  colleges.   Social  and  Industrial  movements 

have  probably  been  helped  by  them  in  an  Indirect  fay. 
But  the  most  apparent  Influence  th'»y  have  exerted,  has 
been  In  advance  movements  In  the  field  r)f  education 
and  religion,  -  such  as  Co-education,  The  Education  of 
the  Negro;   and  the  Missionary  Movement  of  the  Church, 
This  Is  In  accord  with  the  results  of  the  previous 
chapter,  and  shows  that  the  colleges  have  had  the 
strongest  Influence  In  the  fields  In  which  they  have 
furnished  the  most  leaders. 


xttaa 


rOiXfJItfo,-- 


-40- 


CHAPTER   IV.     ,  th^ 

THE  IDEALS  THAT  HAVli  BEEN  POSTERED  AND  ATMOSPHERE 
CREATED  IN  TKE  COmiUHITY  BY  THE 
DENOMINATIONAL  COLLEGES . 


The  servloe  that  is  rendered  toy  an  educational 
Institution*  A8  was  stated  In  the  Intx*oduotlon,  Is  not 
alvays  a  material  service.  A  College  may  serve  a  oommu- 
blty  toy  offering  educational  advantages  to  Its  youth,  toy 
contrltoutlng  tx*alned  leaders,  and  toy  throwing  Its  Influ- 
ence upon  various  movements  that  lead  to  social  progress. 
But  after  all,  what  determines  the  activities  of  a  college* 
It  the  kind  of  Ideals  that  are  created  and  fostered  althio 
the  Institution  Itself.  The  activities  are  only  express- 
Ions  of  these  Ideals.  Hence,  In  determining  the  service 
that  has  toeen  rendered  toy  the  denominational  colleges, 
which  Is  really  of  use  to  the  community,  »e  must  find  out 
what  kind  of  Ideals  they  have  maintained.  Are  they  Ideals, 

the  development  of  which  will  toeneflt  society  as  a  whole, 
or  one  particular  class?  What  contrltoutlons  have  the 
denominational  colleges  made  to  the  preservation  of  such 
Important  Ideals  of  the  state  as  those  of  Detoocracy, 
Unity  and  Patrlotlam?  Are  the  Ideals  such  that  they  will 


i/iajl"iu 


•9lT<IO« 


■  "arrl 


,f 


,Oj 


rioiie   lo  ri 


^JB  «( 


sttm 


7  •fn 


nja    'J ai\v 


fC  *>nr>  no 


r/t 


-*1- 


contrlbute  to  the  Improvement  of  the  home,  or  the  solu- 
tion of  business  and  Iniustrlftl  problems?  Ikhat  kind  of 
educational  ideals  have  they  fostered?  Ihhat  spiritual 
ideals  have  they  sheltered? 

In  seeking  to  ansifer  these  questions  we  may  *» 
u*e  several  sources,  lie  may  study  the  ideals  of  the 
colleges,  as  they  have  been  stated  by  the  leaders  of 
these  institutions*   Or  we  can  study  the  conditions  ex- 
isting within  these  institutions,  and  decide,  from  then, 
what  Ideals  these  conditions  ouf^ht  to  produce*   Or  we 
can  examine  the  activities  of  these  colleges,  such  as 
Hire  discussed  in  the  last  chapter,  and  from  them,  infer 
what  Ideals  these  activities  have  represented*   It  is 
evident  that  this  last  method  is  the  most  accurate  for 
judging  both  the  ideals  and  their  effectiveness,  and, 
irtMHMver  possible,  we  shall  use  it  in  this  discussion* 

There  are  also  some  allowances  that  must  be 
BMde  in  drawing  our  ooncluslons,  - 

(1)  Since  ideals  are  intangible  in  themselves,  we 
cannot  expect  to  measure  them  by  SMterial  means,  except, 
as  they  are  expressed  in  various  material  activities* 

(2)  The  ideals  of  one  college  may  differ  from  those 
of  another*   Not  all  of  the  ideals  fostered  within  the 
group,  will  be  those  fostered  b'  each  individual  college* 


B   Wi- 


f»   '  .-1  -1         *  Ji  : 


t:' 4\^iWf  .r^  jr-       f  tficsr  A«f  AS      Attfl 


-«  /#■ 


•o«« 


^aof  .:^ 


XAiiJbivlbfli 


^   ttljuoni 


•43* 


What  general lEftt Ions  are  made  oiust  be  drann  from  those 
that  seem  ooncnon  to  the  group*  by  t 

The  ideals  found  may  not  be  peculiar  to  the 
denominational  oolleges  of  this  region. 

First  *  Hhat  have  the  denominational  colleges 
contributed  to  fundcunental  ideals  of  the  state?  Have 
they  cherished  a  broad  and  democratic  spirit?  This  can 
best  be  answered  by  looking  into  the  conditions  of  the 
schools*  Most  of  them  are  of  the  "Soall  College"  type. 
In  1917,  only  eighteen  of  the  colleges  In  our  territory 
had  an  enrollment  of  over  five  hundred  students.  Vithin 
such  small  groups  there  cannot  be  represented  many  classes 
of  people,  especially  if  the  larger  units  frcwi  which  thess 
grouiM  are  drawn,  are  of  a  homogeneous  character.  Hence, 
the  small  colleges  lack  that  diversity  that  seems  so  es« 
sential  to  the  development  of  breadth  of  vision.   On  the 
other  hand,  the  history  of  the  denominational  colleges 
has  shown  that  they  have  been  pioneer  colleges,  i.e.,  - 
that  they  have  grown  up  with  the  community,  and,  in  seme 
oases,  made  the  cosmunity.  The  natural  conditions  of  the 
frontier,  from  which  these  oolleges  have  drawn  their  stu- 
dents, are  such  that  they  have  tended  to  break  down  arti- 
ficial class  lines.  Hence,  these  colleges  are  represent- 
ativs  of  a  dnaooratic  class  of  people.  The  lack  of  diver- 


-d*'- 


9ecHi:t  -no*il  ammnh  tt  Stum  ttbMi  •^»  acio 

"a  ■!>«•■ 

oeq  Id 


3;\:t    "^o   t 


*©QT.-*     '■  V 

V 

nl 

0ft*' V 

e  -  •-:' 

«»C' 

erf*  f 

«•:■ 

lo  iU 


■{  M4» 


r-ia'a^  ^ 


<>f^^      iZf^t^''^  *•* ti  !••♦,•«.-  r* •'^ 


{     .««nll   »»« 


•-XSVj- 


IvJ      l'.^<:»*iU0|tflpi. 


•44-' 


8lty,  which  naturally  would  lead  to  a  rather  narrow 
provincialism,  I0  counteracted  by  the  deraooraoy  of  the 
type  of  students  selected. 

In  respect  to  the  contribution  mftda  by  the  de- 
nominational colleges  to  the  development  of  the  ideal  of 
freedom,  we  have,  again,  two  opoosing  forces*  The  denomin- 
ational college,  as  a  small  college,  has  greater  room  for 
freedom  of  movement  and  individual  development  than  has  a 
larger  and  more  mechanically  organised  institution.  Some- 
times  this  ideal  has  been  reflected  in  the  government  of 
the  institution.  The  following  statements  taken  from 
college  bulletins  will  illustrate  thisi 

"The  interest  of  the  professors  in  the  personal 

life  of  the  students •  is  directed  toward  securing 

proper  individual  self-government In  dix^cting  the 

student  life,  appeal  is  made  to  reason  and  conscience,  and 
the  principles  of  Christian  honor  and  courtesy  are  empha- 
slzed."^ 

"The  government  of  the  college  is  as  democratic 
•8  possible*  Arbitrary  regulations  are  avoided  and  the 
attempt  Is  made  to  discover  and  make  operative  the  princl- 
1*  The  Kllllamette  U.  Bulletin,  Slav  1910,  Vol  XIIL  No.  2. 


t  miti9     (k?  ■>♦•  ■'■a  •■•f  '  orf'rrf     o-t-ftrrnn 


'A.  fV\>i 

■•'•*";., ^    X    y   Xi»U; 

t\tA     ,  4t 

•iM»iit  #A  X««qq«   ^it'iii   ^i 

-»iiQ«i-'- 

^  '^■1 50a€>  fi 

•« 

ftl 

©B^iTo*" 

orf-t 

2  .oK  .iii>; 

^mui 

-45- 


ciples  of  conduct  that  naturally  and  necessarily  pertain 
to  the  College  community." 

"All  students  are  placed  upon  their  honor  from 
the  first,  and  are  expected  to  regulate  their  conduct  by 
those  principles  rhloh  everwhere  obtain  in  the  best  so- 
ciety." ^ 

"It  1b  the  purpose  of  the  University  so  to  devel- 
op the  habit  of  virtuous  self-government  that  it  will  be- 
come  a  fixed  principle  of  character." 

Space  would  forbid  the  setting  forth  of  a  suf- 
ficient mimber  of  illustrations  from  which  to  make  a  safe 
generalization,  as  to  the  influence  of  the  group  in  fur- 
thering this  ideal.  But  it  is  evident  that  some  of  the 
denoraln.itlonal  colleges  have  consciously  striven  toward 
this  end,  and  that  all  of  them  possece  the  means  of  reach- 
ing it.  The  ideal  of  freedom,  although  furthered  by  meth- 
ods of  government  and  order,  has  sometimes  been  restricted 
by  other  means,  -  such  as  the  limitations  placed  upon  in- 
tellectual freedom  by  specific  requirements  made  as  to 
tbf-  beliefs  of  the  teachers,  the  subjects  to  be  offered 


1.  Dea  Moines  College,  Annual  Catalogue  1919, Vol. XIII, No. 1, 

2.  College  of  Emporia,  University  Catalogue  1916-19*7. 

3.  Mew  Orleans, University  Catalogue  1916-1917. 


-e^- 


-ttlORO: 


■Z^,Xt} 


■  -<t  r  -»R«ftr- 


«0ii 


46' 


in  the  curriculum,  and  the  interpretations  to  be 
placed  upon  them.  The  history  of  the  denominational 
oolleges  show  that  this  was  especially  true  of  them 
In  the  earlier  years  of  their  existence*  Hence  the 
conditions  are  such  that  the  denominational  college 
cannot  be  a  yery  positive  force  in  the  development  of 
the  ideal  of  freedom,  until  this  latter  hindeance  is 
removed. 

Regarding  the  development  of  a  unity  of  splx^lt* 
the  natural  result  of  separating  one  class  of  people  from 
another,  sould  be  to  disintegrate  rather  than  to  unify  the 
whole,  were  it  not  for  the  presence  of  other  uniting  for- 
ces, such  as  the  ideal  of  social  service,  and  the  other 
social  virtues,  which  will  lie  discussed  in  a  later  part 
of  this  chapter. 

Some  evidence  that  these  fundamental  ideals  of 
the  state  have  been  made  effective  in  the  denominational 
colleges,  was  shown,  in  the  preceding  chapter,  in  the 
IHiitrlotic  activity  of  these  colleges. 

Another  question  to  be  determined,  is  the  extent 
to  which  the  denominational  colleges  have  developed  various 
desirable  social  ideals,  such  as  S.oc lability,  ^Tolerance, 
Initiative  and  Loyalty.  For  the  development  of  these  Ideals 


9<i 


1Cfl«ft' 


>^t  'ii^'V 


•'-,*/    ^       '^  ' 


>   ^</  ^fw<^«r 


^4i»3C3'iq   9i,i: 


■  jjioa 


Sr,rt:*K'^   ■'''*   r'l 


:^  sd  of 


I®.' 


a  re 


-47. 


l8  also  essential  to  the  welfare  of  the  state. 

The  denominational  oollege,  as  a  small  college, 
has  had  an  advantage  In  the  development  of  the  Ideal  of 
sociability.   J\s8t  as  the  conditions  vlthln  the  small 
town  haveproved  conducive  to  the  development  of  neigh- 
borhood spirit,  so  the  natural  oj^rcumstanoes  under  vhloh 

I  I 
the  students  of  a  small  oolleg^  <ixlst»  should  develop  In 

then  the  Ideal  of  Sociability.  Aa  a  Christian  college, 
one  which,  by  Its  nume,  stands  for  the  principle  of  the 
Inrotherhood  of  man,  there  Is  another  reason  why«  In  It, 
this  spirit  of  friendliness  -should  be  developed.  To  what 
extent  this  Ideal  has  bean  fostered,  and,  whether  or  not. 
It  has  been  made  broad  enough  to  Include  an  Interest  In 
others  outside  the  group,  cannot  be  definitely  determined. 
But  the  number  of  those  fz*om  denominational  colleges  en-  • 

gaged  in  mission,  social  and  reform  work.  In  comparison 

2 
with  thone  from  other  colleges,  would  suggest  that  the 

conditions  within  the  denominational  colleges,  have  been 

more  favorable  to  the  development  of  this  ideal. 

The  natural  conditions  within  th«  daaoulnatlon- 

•1  college,  homever,  are  not  so  favorable  to  the  develop- 

aant  of  tha,  Ideal  of  toXenanmiin  Any  people  that  ha\re 

1.  See  Chap.  II,  The  Social  Ideals  of  the  School. 
Chsrles  Bobbins,  The  School  as  a  Social  Institution. 

2.  See  Appendix.  Tables  V.  VI.  and  VII, 


,  «^t< 


•    -es  i 


♦8!Ki?^ua 


=»»««•  oaX«  tl 


f-_  5>£< 


«ia»   i. 


^acftD  eii^r 


»o«»rr' 


*1 


•>»a«8 


i^^Oi    ' 


tat^vfe  farirt  la,  in— 


J  btt» 


'48- 


separft^ed  themaelves,  by  olaas  lUnes,  from  the  larger 
social  group,  are  less  liable  to  cultivate  a  tolerant 
ftttl1>ude  toirard  others  and  the  opinion  of  others,  than 
when  they  mingle  freely.  There  Is  evidence  that  the 
denomlnatlonBl  colleges  have  recognised  this  difficul- 
ty, and  have  made  a  conscious  effort  to  avoid  it.  In  an 
examination  of  the  etatemants  made  by  thirty-seven  de- 
nominational colleges  In  this  region,  regarding  the  pur- 
poses of  these  Institutions,  only  six  made  the  advance- 
ment of  their  own  particular  denomination  of  first  con- 
«ern.  Eighteen  expressed  their  ideals  in  terms  wuch 
wider  than  those  of  any  particular  denomination,  and 
thirteen  emphatlCQlly  declared  their  aim  to  Ipe  not"  In 
the  least  sectarian. 

The  denominational  colleges  which  arr  small 
colleges  have  also  desirable  conditions  for  the  develop- 
ment of  Initiative.  *hile  the  opportunities  fdir  the 
superior  individual  to  develop  are  not  so  largf  In  scope, 
tbf?re  are  more  opportunities  for  the  weak  to  use  v.hat 
ability  they  poeswss.  The  results  found  in  Chapter  II. 
do  not  conflict  with  this.  The  smaller  proportion  of 
prominent  leaders  furnished  by  the  denominational  col- 
leges would  indicate  that  the  denomlnatloi^ui  colleges 


•♦r--  tyrr     -^      ■    > 


f:/ 


•f. 


98oq 


•  llr  jl  -\«,;ijp./. 


,«Qooa 


»-T^.»! 


10 


.B3ji3a'-?': 


•:i»cibrtl  I 


*49- 


did  not  possess  the  means  for  their  development,  but  It 
wcild  not  show  that  average  Individuals  had  not  been 
developed  Into  less  distinguished  leaders. 

The  Ideal  of  Loyalty  Is  one  that  ought  to  be 
present  In  the  denominational  oollege.  If  existing  con- 
ditions have  anything  to  do  with  It.  The  Denominational 
oollege  of  the  veita  at  a  type.  Is  a  "poor"  college.   It 
Is  the  exception,  rather  than  the  rule,  to  read  the  history 
of  one  of  these  colleges  which  has  not,  within  It,  the 
record  of  a  severe  atru^le,  -  a  tin©  when  the  fate  of 
the  college  hung  upon  the  faith  of  a  few  teachers  who 
lived  on  half-pay  and  who  sacrificed  all  personal  ambi- 
tions to  the  good  of  the  Institution.   Students  could 
hardly  live  with  such  instances  of  loyalty  before  them, 
without  being  imbued  with  that,  ideal.   Of  Baker  Univer- 
sity, It  Is  said,  -  "In  those  earnest  days  of  toll  and 
civil  strife  and  destitution,  a  school  could  noi  have 

been  maintained  except  the  love  of  learning  and  the 

2 
spirit  of  sacrifice  h^d  dvelt  In  many  a  breast,"    Des 

Moines  (Iowa)  College  passed  a  quarter  of  a  oentuiTr  of 

th^  most  precarious  existence.   Austin  College,  Texas 

waa  constantly  struggling  with  debt  and  other  misfortunes. 


1.   See  footnote,  p. 63  Chap.  V. 

2.B  Blacknar,  Frank  R.  -  Higher  Education  in  Kansas, 
Chap.  VI.  p.  124. 

8.   Parker,  L.  P.   Higher  Education  in  Iowa.  Chap,  IX,  p. 132, 


-  L'-t^- 


(f    JfOlt    b»rf    « 

SI     .^jiwJIoo  "nooij 

MtCf     ft' 


;»#«aq  jfoo  hit 


-  vi> 


.;■«  49310^. 


j^;^. 


d)MNV««0 


Vifi     ■?!  ./-.  f  -ff!  i  T  -f  .• 


•  ax 


.'i  ;. 


tOM: 


.  »^  ■♦*v  ft  , 


•ff  •ottl«io«ii 


-50- 


At  one  time  It  was  jf  orced  to  suspend  operations  and  be- 
come a  high  school,  for  a  while.  The  troubles  incident  +•© 
the  raising  of  an  endowment  for  Doane,  prompted  a  histor- 
ian of  that  college  to  say:  "No  episode  couW  better 
Illustrate  the  unselfish  devotion  and  sacrifice  which  go 
Into  the  making  of  the  Christian  college.  Men  gave  iintil 
they  felt  the  drain  upon  their  resources »  and  then  gave 
jlfcgain  that  the  college  might  live  and  ^row  to  maturity 
of  strength."   These  examples  only  illustrate  the  story 
of  nearly  every  denominational  college  west  of  the  Miss- 
issippi. 

The  educational  ideals  fostered  by  the  denomin- 
ational colleges  were  touched  uvon  in  the  first  chapter, 
but  we  wish  to  consider  them  again  In  this  connection, 
lihlle  the  religious  motive  wan  largely  responsible  for  the 
estsbliehment  of  the  dcnomlnationsl  colleges,  many  of  them 
cherished  from  their  founding  a  broad  e.ducational  ideal. 
The  University  of  Denver  in  its  Articles  of  Incorporation, 
declared  its  objedt  to  be  -  "the  advancement  of  the  edu- 
cational Internet  In  Colorsdoj   the  promotion  cf  all  the 

2 
sciences,  arts  and  professions."    A  leader  of  Trinity 

University  expressed  its  aims  in  the  following  manner;  - 


1.  Caldwell,  H.  C.  -  Education  in  Nebraska,   Chap.  III. 

p.  192. 

2.  Rosslgnol,  J.  C.  -  History  of  Higher  Education  in 

Colorad'    Chap,  III,   p. 33. 


-.    ,         -,  -ir     I 


019  m;? 


-61- 


"It  l8  to  be  more  and  more  the  exponent  of  a  thorough  and 
broad  culture.   It  proposes  to  keep  alive  and  agresslve 
In  Its  teaching  on  all  social,  economic,  political  and 
Moral  questions." 

Harallne  expressed  her  pirpose  thus:-  "It  ie 
believed  that  the  time  is  not  far  distant  then  in  this 
State  no  man  or  voiaan  will  be  thought  adequately  prepared 
for  the  work  of  life  who  has  not  a  college  education,  that 
the  mental  grasp  and  acumen  gained  In  the  course  of  col- 
lege discipllrje  will  be  recognised  as  a  necessary  prelim- 
inary to  special  work  of  whatever  kind;   that  the  thorough 
training  of  the  will  and  r-ason  will  be  recognised  as  af- 
fording an  incalculable  adv9ntar,e  In  the  struggle  for  ex- 
istence, and  become  the  efficient  coad 'utor  of  legislation 
in  promoting  those  influences  which  curb  the  lover  impul- 
ses of  men  and  meliorate  society.  To  this  end  the  ener- 

ff  2 
gles  of  Hamline  University  are  bent." 

But  while  the  expressed  desire  cf  thece  insti- 
tutions has  been  of  the  highest  type,  in  many  oases  these 
ideals  have  not  been  mnde  effective.   Sometimes  sectarian 
seal  has  crowded  out  the  desire  for  truth.   Other  times. 


1.  Tee  Lane  -  History  of  7.dncatirn  in  Texas.  Chap.  IV. 

p.  08. 

2.  Oreer  Jn.  N,  -  History  of  Education  in  Minnesota. 

Chap.  VII,  p.  179. 


nnfrr- 


rMUBnOP     Iv'J*    rraors- 


dl 


-1; 


ff  n.".-* 


O' 


fftrt? 


nf 


jflrftT    Jf.'" 


r-O     ^H^■»0'T3     afl. 


V     .s 


-52- 


In  spite  of  the  determination  to  make  the  college  "sec- 
ond to  none".  It  lacked  the  feoilitles  to  carry  out  Its 
purpose.  For  example.  Central  College,  Missowrl,  in  the 
first  year  of  its  existence,  declared  that  its  course  of 
studiiBS  should  be  equal  to  that  of  the  best  college  in  the 
land.  Yet  to  accomplish  this  the  college  had  a  faculty 
of  two  men !    Oth-ir  times,  the  natural  circumstances  of 
the  environment  inwhlchthe  college  vas  placed,  th»arted 
this  ideal.   Creighton,  in  its  announcement  of  1884,  de- 
clares that  "although  the  college  is  fully  nrenared  to 
give  a  thorough  education  in  the  classical  course,  and  in 
the  higher  departments  of  science,  yet  as  experience  has 
taught  the  faculty  that  parents  do  not  leave  their  sons 
long  enough  at  college  to  be  fully  educated  in  the  more 
advanced  studies,  we  have  endeavored  to  accommodate  our- 
selves to  the  present  wants  of  the  public,  and  have  select- 
ed a  course  of  instruction,  which,  completed  in  four  years, 
will  fit  the  student  for  a  practical  business  life,  wheth- 
er in  literary  or  scientific  pursuits."    These  factors, 
present  in  the  devsloprnent  of  nearly  every  denominational 
college,  have  not  tended  to  develop  high  educational  ideals. 


Ti  Snow,  M.  S.  Higher  Education  in  Missouri,   Chap.  H, 

p.  58. 
2.   Caldwell  H.  C-  Higher  Education  in  Nebraska.   Chap. 

Ill,  p.  141. 


^f^,r  +'. 


O^  #*Y 


lt9 


-55- 


Revertheleae,  the  denominatlcmal  colleges  have 
proMOted  the  Interests  of  education  by  holding  up  the  Idea 
of  education  before  those  who,  otherwise ,  might  not  be  In- 
terested* For  example,  Ottawa  Uhlverslty,  at  one  time, 
sent  visitors  to  all  the  churches,  Stiuaday -schools,  and 
hoows  of  the  denoBinatlonal  constituency,  to  attempt, 
through  personal  touch,  to  seoure  students*  Many  of  the 
oolleges  have  their  "agents"  and  "field-workers"  who  ad- 
vertise the  college,  and  the  Importance  of  a  college  edu- 
cation. In  the  most  out-of-the-way  places*  So,  If  the 
denominational  oolleges  have  not  always  had  the  highest 
educational  Ideals,  they,  at  least,  have  helped  to  spread 
•dueatlonal  Ideals,  and  to  create  a  desire  for  learning* 

The  one  ideal  which  we  know  is  oommon  to  the 
whole  group.  Is  the  religious  Ideal*  Whatever  other  Ideals 
the  denominational  oolleges  have  or  have  not  fostered, 
•vory  one  of  them  have  oherlshed  and  tried  to  awke  effee- 
tive  the  religious  Ideal*  Sometimes  this  Ideal  has  not 
been  any  broader  than  the  training  of  leaders  for  one  par- 
ticular denomination*  But  scarcely  ever  has  it  been  ex- 
pressed in  terms  less  broad  than  the  development  of 
Christian  character* 


Jk   study  of  the  statements  made  by  some  of  the  denomina- 
tional colleges  will  illustrate  this  fact* 

William  Jewell  states:  "that  while  learning 
should  never  be  dethroned  from  the  exalted  position  it 


««•: 


t9Tt 

I  .        >   T 


-54- 


Thft  colleges  have  t-aken  various  means  to 
maV-e  pffpctlve  this  Ideal.   In  raany,  the  Bible  forms 
ft  prominent  part  of  Instruction.   In  a  few  colleges,  the 
study  of  the  Bible  Is  necepsary  for  graduation,   I»*!arly 
all  of  the  colleges  have  d«=!llj  chapel  services  which  th© 
students  are  expected  ♦'o  attend,  and  In  rhich  ethical 
talks  are  wnde  by  the  President  and  members  of  the  faculty. 


most  5u6tly  occupies  in  the  hearts  of  all  its  advocates, 
the  croipning  gl.orv  of  a  m^n  is  not  the  profession  of  a 
highly  developed  Intellect  stocked  with  all  thp  learning 
of  the  ages,  but  the  posRession  of  a  genuine  earnest 
Christian  character,  and  to  the  catabliehrnent  of  such 
ft  character  In  its  pupils  Its  highest  efforts  and  its 
prayers  will  ever  be  directed".   (Snow  M.  S»  -  Higher 
Education  in  Missouri.   Chap.  Ill,  p.90, ) 

Nebraska  V.esleyan  declares:  "Much  stress  Is 
laid  upon  moral  and  religious  culture,  and  It  openly 
seeks,  along  with  the  highest  intellectual  attainments 
to  lead  its  students  to  a  Christian  faith  and  life," 
(Caldwell,  H.  C.  -  Education  in  Nebraska,  Chap.  Ill,  p.  136, 

Dean©:-  "The  religious  idea  pervades  the  entire 

life  and  activity  of  the  institution For  many 

years  syetemntic  Bible  study  has  constituted  an  essen- 
tial part  of  the  curriculum.   Many  of  the  graduates 
have  found  their  way  Into  the  ministry  and  missionary 
service.   In  all  such  ways  the  college  has  stood  for  the 
abiding  Ideals  of  Christian  culture."  (Caldwell,  H.  C. 
Education  in  Nebraska.   Chap.  Ill,  p.  218.) 

The  sentiment  of  these  more  extended  state- 
ments is  duplicated  In  nearly  every  declaration  of 
purpose  Issued  by  any  denominational  college*. 


>/fc5    n< 


-6&- 


Some  of  the  colleges  have  a  college  church  which  the 
students  are  ahked  to  attendt  or  they  are  requested  to 
be  present  at  the  regular  cervices  of  their  oirn  church. 
The  work  of  the  Christian  Associations,  Student  Volun- 
teer Band,  and  other  religious  organiatatlona  is  generally 
encouraged.  One  College  President  says:  -  "Our  whols  col- 
lege enterprise  is  conceived  of,  as  an  effort  in  religious 

eduoation.**    But,  as  Dr,  Crawford  has  pointed  out,  in 
his  article  on  the  "Media  of  fieligious  impressions  in 

n   2 

College  ,  the  worth  of  these  means  is  not  measured  by 
the  character  of  the  means,  but  the  impressions  actually 
received*  And  back  of  them  lie  the  spirit  of  the  facul- 
ty and  the  general  policy  of  the  institution. 

7h  t  these  means  have  been  effective  some  of 
the  colleges  claim  from  the  f»ct  that  the  z&a.jority  of 
the  students  »ho  have  left  college,  have  gone  out  as  pro- 
fessing Christians,  and  a  large  percent  of  them  have  en- 
tered into  a  life  of  definite  religious  service,   Hor  much 
of  this  la  due  to  the  ideals  cherished  by  thfi  college  is 
undertaln,  becauoe  of  the  fact  that  the  denominational 
colleges  have  drawn  their  students  largely  from  homes  in 


1.  ?;altcr  £•  Athe^m  -  Rellsious  Education  In  Colleges, 

Religious  ILduoation  X,  p.  iSl. 

2,  W.  F.  A,  Journal  Proceedlr.gs  1914,  pp.  494-495. 


rffi>;*m     ,<«**«,•/?, 


«r 


t-*rr.'^.T   'mT'*  ^a  *rtcrs^ 


-56- 


whloh  the  religious  Ideal  was  already  present.  But,  at 
laa«t,  the  denominational  colleges  have  helped  to  preaexnre 
the  rellgiouB  Ideal*  and  hold  It  before  youth  at  a  tine 
vhen  it  avails  the  moat. 

Mot  only  have  the  denominational  collagen  con- 
tributed to  the  public  welfare  by  the  ideals  they  have 
fostered  within  the  institution,  but  the  institution  it- 
self creates  a  desirable  atmosphere  in  the  local  oonBiiunl- 
ty.  The  standards  of  any  eduoatonai  Institution,  what- 
ever Its  nature  are  usually  representative  of  a  higher 
culture  than  that  of  the  commanlty  in  which  it  stands* 
And  the  mere  presence  of  an  increasing  number  of  college- 
bred  men  cennot  but  have  a  helpful  influence  on  the  com- 
munity.  Perhpas  this  is  the  strongest  justification  for 
ths  existence  of  WBny  of  the  struggling  denominational 
colleges,  ^hey  have  not  contributed  so  much  to  the  achol* 
arship  of  the  country,  as  they  have  multiplied,  by  their 
numbers,  thp  localities  benefitted. 

Hot  only  does  the  denominational  college  have 
an  effect  on  the  locality  in  which  It  is  situated,  but 
upon  the  church  comrunity  of  which  it  Is  a  part.  The 
presence  of  men  of  learning  muet  have  a  liberalizing  ef- 
fect upon  the  local  church,  and  tends  to  make  it  a  pro>- 
gressive  center  within  the  denomination. 


c«>- 


■rh»9t: 


—tUvtrrs 


O'l'-i  J.i  -'•''!      l  '  J        r.  .J 


■..rf 


.notianitiioneb   ©rfJ   niiiJiw  n»Jti©o   dvlaae-ig 


-57- 


The  results  of  our  study  of  th<*  Idenlsfoe- 
terpd  and  stnweph'?!^  credited  In  *:he  oortnrainlty  by  th© 
denominational  oolleges  woiild  Indicate i- 

(1)  That  thepe  eollegea  have  contributed.  In  a 
me"-rjre,  to  the  Importnnt  political  Ideila  of  freedom, 
unity  and  denoorocy;  but  that  these  contributions  have 
also  been  hindered  by  opposing  tendencies  within  the  col- 
leges. 

(2)  That  the  enlstlng  conditions  within  the  colleses,, 
have  been  epch  as  to  foster  certain  desirable  social  Ideals, 
such  as  Sociability,  Initiative,  and  Loyalty.  The  Ideal 

of  Tolerance  hna  been  hindered;  but  the  denominational 
oolle-'es  hnve  recognized  this,  and  there  Is  a  growing  ten- 
dency to  promote  It. 

(3)  That  from  the  very  beginning  «nie  of  the  denomin- 
ational colleges  have  cherished  a  broad  educational  ideal, 
but  m^ay  factors  have  combined  to  make  It  Ineffective. 
Nevertheless,  the  denonlnatlonal  colleges  have  been  a 
:nenTi8  In  creating  the  desire  for  learning. 

(4)  That  the  chief  Ideal  for  which  the  denomination- 
al colleges  have  universally  striven.  Is  the  religious 
ideal,  and  it  is  probably  the  most  Important  contribution 
they  have  mad©  In  ideals. 

(5)  That  the  denoailnatlonal  college,  whatever  Its 


-Yd- 


■s    pa- 


J93Bdv    ,r.'v-^ 


-57* 


standing,  has  had,  bv  Its  preeenoe,  a  beneficial  Influ- 
ence In  the  local  oommunlty,  and  a  liberal  lain/;;  effect 
upon  the  denomination. 


},Jff^*r- 


-58- 


g  ti  A  ?  T  ^  R      1- 

OTHSB&^mBttVtATlOW  TO  fiK  TAKKS  INTO  ACCOUNT  IN 
KSTIMATINO  THE  PUBLIC  SEPVICE  RBHDSIUa}  BY   TllK 
DKHOMINATIiTHAL  COI^LEOES. 

Tha  real  worth  of  •  serrloe  oan  be  measured 
only  by  adding  together  both  profit  and  lose.     Even  then 
its  value  ie  relative,  and  its  signifioanoe  appears »  only, 
vhen  it  ift  contrasted  with  the  Beasureaent  of  other  ser- 
vlores.     Henoe,  in  attempting  to  show  the  public  services 
rendered  by  the  denominational  colleges  of  the  west,  we 
must  take  into  consideration  the  losses  incurred  as  well 
as  the  contributions  made  through  them,  ano  we  must  con- 
trast the  service  rendered  by  them,  with  that  rendered  by 
other  types  of  institutions.     This  has  been  done  to  booki 
extent,  in  each  of  the  preceding  chapters;     but  it  is 
the  purpose  of  this  chapter  to  condense  this  evidence 
and  add  to  it  other  important  facts* 

In  the  history  of  the  denominational   colleges 
of  the  ffiiddlCMrest  and  west,  we  have  observed  that  dif- 
ferent motives  were  responsible  for  their  establistament* 
Many  of  them  grew  up  in  response   to  local  demands*     Simp- 
eon  College,  Iowa,  for  example,  was  founded  at  Indianola 


91    '^-'r~ 


:  mn 


■Ky'fj.Tijt^r 


0 
Hit 


tm  erti  '\o 


b«b(i 


'9  ii^ 


-59- 


by  the  Methodist  Conference  In  response  to  a  petition 
from  the  Methodists  of  that  town.   Frequently  the  citi- 
zens of  9  town, which  was  considered  a  desirable  site 

for  the  proposed  Institution,  would  make  financial  offers 

2 
to  insure  its  location  there.    Sometimes  the  college 

was  established  largely  as  the  result  of  the  interest 

and  activity  of  one  man.   Park  College  was  the  dream  of 

Geo.  S.  Parkf  who  wished  to  provide  the  opportunities 

of  a  Christian  education  to  those  young  people  who  had 

3 
to  work  for  their  living.    Other  times,  the  college 

represented  the  missionary  zeal  of  the  churchmen  of  the 

eastern  states,  tuoh  as  Orinnell,  which  was  founded  under 

the  influence  of  eleven  Andover  graduates,  and  the  Iowa 

Education  Association  of  Yale.    Out  of  the  varied  pur- 

;  In  tl  »  £,f.r.}4^ 
poses  and  sources  from  which  these  colleges  have  sprung, 

there  has  come  about  a  great  irregularity  in  distribution. 
One  has  only  to  look  at  a  map  of  higher  educational  in- 
stitutions to  be  convinced  of  this.  This  fact,  -  that 


1.  Parker  L.  P.  -  Higher  Education  in  Iowa.  Chap.  IX, 

p.  156. 

2.  E.G.,  The  city  of  Salina  proposed  to  give  15  acres  of 

land  and  a  building  to  cost  ^26,000,  on  condition 
that  the  Methodist  Conference  would  sustain  a  school 
of  full  collegiate  grade  there.  (Kansas-lesleyan  Uni- 
versity. May  1916,  Register  and  Calendar). 

3.  Park  College  Bulletin,  April  1920. 

4.  Parker,  L.  P.  -  Higher  Kducation  In  Iowa, 


-ee- 


lo  anas 


X  ^o  ««A  r 

■:i;Qi-i:;sx: 


-60- 


they  have  b«en  tV>e  product  of  no  unified  STBtem,  -  that 
they,  as  Topay,  have  just  "growed",  h^a  led  to  grent  du- 
plication of  effort, 

A  survey  of  the  distribution  of  colleges  In  th« 
states  west  of  the  Mississippi,  abounds  in  illustrsitlons 
of  different  kinds  of  duplication  of  effort.  There  are 
the  states  which  are  "over-colleged"  because  there  has  been 
a  lack  of  co-operation  in  the  educational  activities  of 
the  various  denominations.   Kansas,  for  example,  has  six- 
teen denominational  colleges  representing  eight  different 
denominations.   Missouri  has  sixteen  from  seven  different 
denominations;   Iowa  nineteen,  from  nine  denominations. 
Bven  1oc«j1  communities  are  over-oolleged.  There  are  ex- 
amples of  competing  denominational  colleges  in  the  same 
town.^* 

Then  there  are  the  states  in  which  the  activity 
of  one  denomination  has  spent  Itself  in  establishing  many 
different  institutions,  rather  than  concentrating  upon  one, 
notably  Iowa,  with  five  Methodist  colleges,  all  oo-educa- 


1.  E.G.,  Henderson  Brown  College  and  Onachita  College  in 
Arkadelphla,  Arkansas;   Central  College  and  Hendrix 
College  in  Conway,  Arkansas;   Carleton  and  St.  Olaf 
College  in  Northfleld,  Minnesota;  Fairmont  College 
and  Friends  University  In  V.ichlta,  Kansas* 


-oo- 


.nr«»*B'»'a   b^f 


to    T*- 


33 y    3 yea J B 
lo 

ft    •X/OjtT«V    «rf^ 


oi 


.•tf     ,P»^'I    ?f 


tional,  and  four  PreebTterlan  oollegee,  of  the  same  type. 
The  Methodists  have  three  colleges  In  Kansas,  and  the  Bap- 
tists four  In  Texas. 

The  history  of  some  of  these  Institutions  spealci 

strikingly  of  the  effects  of  over-colleglng,   Oskaloosa 

2 

College,  lova,  flourished  as  long  as  It  wss  the  only  one 

In  the  state  under  the  Christian  denomination.  But  when 
Drake  was  estahllshed,  taking  a  large  part  of  Its  faculty 
and  student  body.  It  declined.  Des  Moines  early  existence 
was  hampered  hy  the  fact  that  the  Baptists  were  trying  to 
maintain,  at  the  same  time,  two  other  Institutions  there. 
The  work  of  Doane  T.as  greatly  hindered  by  the  establish- 
ment of  Gates  College.   The  resulting  conditions  were 
"the  divided  allegiance  of  its  constituency,  the  unset- 
tling of  relations  with  Eastern  donors  and  benefactors  and 

3 
consequent  financial  stringency." 


1.  Onewaea  Roman's  College. 

2.  Parker  L.  P.  -  Higher  Education  in  Iowa.  Ckap.IX,  p. 132. 

3.  Caldwell,  H.  C.  -  Education  in  Nebraska,  p.  183, 

(In  pleasant  contrast  to  the  history  of  these  insti- 
tutions, is  that  of  Orinnell,  which  grew  up  through  the 
co-operation  of  Presbyterians  with  Congregatlonalists; 
and  thet  of  Nebraska  Yesleyan,  which  was  formed  by  a 
union  of  the  struggling  Institutions  at  York,  Bartley 
and  Central  City. 

Denominational  foresight  has  also  been  evident  In  the 
foundation  of  some  institutions.  Oriswold  College,  Iowa, 
was  designed  to  be  the  one  church  college  of  that  de- 
nomination between  the  Mississippi  and  the  Rocky  Mount- 


5.^X9 


t 


1 

o 


9 


.,-62- 

Thls  duplication  of  effort  among  the  denom- 
inational colleges  has  been,  in  a  measure,  responsible 
for  another  educational  loss,  -  namely,  that  incurred 
through  low  standards.  A  college  whose  activities  are 
limited  by  the  presence  of  a  rival  institution  in  th« 
field,  is  tempted  to  use  questionable  methods  to  increase 
the  numbers  of  its  students.   One  of  these  is  the  lever- 
ing of  the  entrance  requirements.   In  the  colleges  for 
Negroes  in  the  south,  the  standard  requirement  as  cata- 
logued by  these  institutions  is  14  units.  But  in  the 

tffort  to  secure  students  the  requirements  are  not  en- 

1         2 
forced.   A  study  of  the  entrance  requirements  in  1912 

of  t»enty-f ive  denominational  colleges  of  this  middle 

vestem  group,  shoved  a  vide  variation,  the  number  of 

required  units  of  high-school  work  varying  from  six  to 

sixteen.  Three  colleges  of  the  group  required  only  eight 

units  for  admission.   One  required  six.  The  average  for 

the  group  was  13.6,  vhich  is  below  the  standard  generally 

4.  ^  3 

accepted. 


alns.   Or^nd  Island  College  was  organized  as  the  only 
Baptist  school  In  Nebraska.   Jamestown  College,  Noi»th 
Dakota,  was  established  In  an  ooen  territory  of  140,000 
square  miles). 

1.  See  Education?-!  Bulletin  1916,  No.  38.  Standards  of 
College sf or  negroes. 

2.  Based  on  the  statements  m^Jde  by  these  colleges  in  Mon- 
roe's Encyclopedia  of   Education. 

3.  The  Carnegie  foundation  recommends  at  least  14  units. 


.:S- 


-  jAOCi^o  'iOiiJon*  lot 

ft«irof?3    .'Tt'crri^  rrrwtast 

IfriY       .099^18 

TCi'i    ®»:AT»V  -ftb*    fO^    9-tC 

6 
.  boctqeooA 


^««a    .s 


-63- 


Another  educational  lose  is  that  due  to  the 
inferiority  of  the  work  offered.  A  college  which  lacks 
financial  support,  -  the  necessary  funds  for  buying  li- 
brary and  laboratory  equipment,  and  for  hiring  the  most 
efficient  teachers »  must  pay  the  price  with  a  lover  grade 
of  work.  The  Report  of  the  U.  S.  Commissioner  of  Education 
for  1917,  showed  that  of  the  117  denominational  colleges 
west  of  the  Mississippi  who  reported,  36  had  no  endowment, 
and  32  had  less  than  tlOO,000.  This  means  that  more  than 

half  of  the  denominational  colleges  did  not  have,  at  that 

1 
time,  sufficient  funds  to  carry  on  their  work  efficiently. 

A  third  educational  loss  is  that  brought  about 
through  the  promiscuous  conferring  of  degrees.   Practically 
all  of  the  denominational  colleges  listed  in  our  group,  con- 
fer the  baccalaureate  degree.  About  one-third  of  them  con- 
fer higher  degrees.  But,  as  has  been  pointed  out  in  the 
preceding  paragraph,  the  admission  requirements  of  the  dif- 
ferent colleges  are  not  the  same.  The  grade  of  work  un- 
dertaken varies  widely,  with  the  kind  of  equipment  afford- 
ed, and  the  class  of  teachers  hired.   Hence,  a  baccalaureate 
degree  from  one  institution  may  not  be  equivalent  to  the 


1.  The  Carnegie  foundation  required   at  this  time  $200,000 
endowment . 


-tt, 


■  ■fr>  <i»t-."!  a>-^  <• 


'.In    R 


-64" 


8 AIM  degree  from  another  institution.  The  low  standard 

of  ft  few  colleges  have  tended  to  cheapen  the  absolute  val»# 

of  the  degree. 

But  the  educational  loss  incurred  through  any 
one  pf  these  channels,  is  not  so  serious  as  that  which  re- 
sults from  the  combination  of  all  of  them,  the  confusion 
and  lack  of  unity  in  the  general  svstem  of  education  which 
ob+:alns  when  all  its  parts  are  not  properly  related  and 
standardised.  This  loss  has  been  due  not  only  to  the 
denominational  colleges,  but  the  attitude  taken  by  the 
state,  toward  them.  The  denominational  colleges  are  in- 
corporated by  the  state,  and  properly  belong  to  the  state 
system.  But  the  majority  of  the  states  do  not  have  any 
laws  that  directly  affect  them.   In  the  f«w  states  that 
have  specific  laws,  thev  are  of  a  very  general  character, 
8uch  as  the  requiring  of  annual  reports.   In  Oregon,  the 
Superintendent  of  Public  Instruction  is  instructed  "to 
visit  when  practicable  the  chartered  educational  institu- 
tions of  the  State,  and  secure  statistical  information 
therefrom."   In  Arkansas,  the  State  Board  has  the  power 
to  grant  charters  to  institutions  of  learning  and  to  re- 
voke the  same  for  failure  to  maintain  the  required  stand- 
ards.  In  Callforniam  the  State  Board  of  Education  has 


MUtB 


>e«'xaM> 


saa^"- 


>«(f«   i 


*v-»  r.  f  ;.. 


.  e  i  V 


•05» 


Indirect  control  over  the  denominational  colleges  through 
the  pequlreraents  made  for  the  certification  of  teachers. 
But  In  general,  the  states  have  not  dealt  with  the  denom- 
inational colleges  as  educational  agencies,  tout  as  reli- 
gious institutions  and  private  corporations.  They,  toy 
their  laissez-faire  policy,  have  acted  on  the  principle 
that,  as  religious  institutions,  any  Interference  with 
them  would  toe  a  restriction  of  religious  freedom,  and  a 
▼lol«^tlon  of  one  of  our  fundamental  governmental  princi- 
ples -  the  separation  of  Church  and  State;   and  that,  as 
private  corporations,  they  are  not  entitled  to  Interfere 
with  them  any  more  than  with  any  other  institution  of  busi* 
ness.  They  have  not  taken  advantage  of  the  fact  that  as 
educational  agencies,  assisting  in  the  education  of  the 
putollc,  the  state  has  the  supreme  authority  over  them. 
Hence,  the  denominational  colleges,  as  isolated  units 
have  retarded  the  progress  of  the  co-ordination  of  the 
various  parts  of  the  state  system. 

Another  loss  that  has  been  attributed  to  the 
denofnlnatlonal  colleges,  -  is  that  torought  atoout  through 
the  promulgation  of  sectarianism.  This  was  discussed  in 
the  last  chapter  In  the  paragraph  on  Tolerance.  The 
natural  conditions  of  life  on  the  frontier  are  such  that 


-mocTsI  /"peb 


■«t*»fi 


vtrifft*^:  " 


^iv 


-66« 


they  have  helped  to  obliterate  class  lines  and  distino- 
tions.  But  the  denominational  college*  established  in  a 
new  locality,  has  tended  to  rebuild  the  old  barriers.  I.e., 
the  separation  due  to  the  natural  selection  of  students, 
and  the  inculcation  of  a  certain  "brand"  of  truth  has 
counteracted  the  unifying  influences  of  the  frontier  and 
kept  alive  the  spirit  of  intolerance.  But  as  we  pointed 
out  before,  -  an  examination  of  the  aims  of  many  denomin- 
ational colleges,  as  stated  in  college  catalogues  and 
bulletins,  emphasizes  the  fact  that  these  aims  have  been 
religious  rather  than  denominational,  and  leads  to  the 
conclusion  that  the  whole  tendency  toward  sectarianism 
is  probe>:ly  held  in  check  by  the  progressive  influence 
of  the  college,  as  an  educational  otnter,  on  the  dencmi- 
Ination. 

le  have  reviewed  the  eduaatlonal  losses  incurred 
by  the  denominational  colleges  of  the  middle  west  and  vest 
through  duplication  of.  effort,  low  standards,  hindrances 
to  the  development  of  the  state  systems,  and  the  promulga- 
tion of  sectarianism. 

But  before  we  check  up  the  debit  and  credit  side 
of  the  account,  we  ought  to  look  at  the  significance  of 
these  facts  as  they  appear,  by  contrasting  this  type  of 


m 


b»i»»lv»^. 


-67- 


proflt  and  loss*  with  that  accruing  from  other  institu- 
tions. Every  attempt  to  find  out  the  different  kinds  of 
service  performed  by  the  denominational  colleges,  has 
shown  a  related  service  performed  by  other  higher  educa- 
tional institutions.   In  the  first  place,  we  noted  that 
the  State  Universities  and  Hon. sectarian  colleges  had 
also  provided  educational  opportunities  for  a  large  pro- 
portion of  the  population,  beginning  in  a  small  way,  but 
growing  by  leaps  and  bounds  in  more  recent  years,   We 
observed  that  they  were  very  efficient  in  the  training  of 
leaders;   that  they  had  made  large  contributions  to  the 

field  of  education,  (particularly  the  department  of  re- 

2 
search)  and  to  Business  and  Industry.   Ifce  Icnow  that  through 

their  extension  movements,  public  lectures,  and  sociologi- 
cal activities,  they  have  been  great  forces  In  the  ad- 
vancement of  various  political,  social,  industrial  and 
educational  refoiTns,    and  that  by  nature,  i.e.,  their 
size,  heterogeneity,  and  non-partisan  attitude,  they  have 
the  right  conditions  for  the  development  of  desirable 
ideals,  such  as  Democracy,  Co-operation,  Unity  and 
Tolerance. 


1.  See  Tables  I,  II,  III,  IV.  Appendix. 

2.  See  Tables  V,  VI,  VII.  Appendix. 

3.  See  Chapter  III.  p. 


,asoi  riortq 


;/   £x»v 


-68- 


So  the  conclusions  drawn  In  the  next  chapter 
roust  take  into  consideration  the  fact  that  the  absolute 
value  of  the  service  rendered  by  the  denominational 
colleges,  is  partly  to  be  judged  by  their  ability  or 
inability  to  render  a  peculi'aTr  servlee*  and  to  suppll- 
ment  the  trork  of  these  other  educational  institutions. 


>0 


-69- 


CH AFTER   VI. 

CONCLUSION. 

In  the  preceding  chapters,  we  have  tried  to 
Bhoik  some  of  the  contributions  that  the  denominational 
colleges  west  of  the  Mississippi  have  made  to  the  public 
welfare.   Our  investigation  has  brought  to  light  different 
kinds  of  benefits  conferred,  and  has  also  shown  various 
hindrances  resulting  from  their  establishment.   It  is  the 
purpose  of  this  chapter  to  summarize  the  results,  and  in 
the  light  of  them,  to  suggest  the  field  and  kinds  of  ac- 
tivities in  which  the  denominational  colleges  of  the  fu- 
ture should  engage,  in  order  to  function  the  most  adequately. 

The  denominational  colleges,  as  agencies  of  ed- 
ucation, have  made  a  large  contribution  through  the  educa- 
tional opportunities  they  have  afforded.   In  the  early  days, 
when  the  forces  of  the  government  were  not  yet  fully  or- 
ganized in  many  of  the  states,  they  educated  more  than 
four-fifths  of  the  college  students  in  this  region.   In 
later  years,  as  other  agencies  of  education  have  grown,  with 
better  equipment,  and  batter  adanted  to  meet  the  needs  of 
the  people,  this  service  has  become  less  extended  and 
less  significant. 

In  comparison  with  the  educational  opportunities 


^?  "^  ■;,.:) 


■&   b0lt$   ^vAri 


6«0«n49   ftrfi  fJl 


©ri;t 


»«vb   T 


oToa  I)- 


rrl 


Cfl    o*    t 


.»TP»1X9W 

r    «wM 


■ol:»J 


!•  nr 


-70- 


they  have  afforded,  the  denominational  colleges  have 
not  mftd«  as  great  a  contribution  to  the  leadership  of 
the  country,  as  might  have  been  expected.   In  the  period 
of  our  investigation,  they  were  reaching  over  half  of 
the  whole  niimber  of  college  students,  but  training  a 
little  more  than  one-third  of  the  projrlnent  leaders. 
They  have  succeeded  best  in  the  field  of  religion,  which 
they  have  practically  monopolized,  and  in  the  field  of 
education,  to  vhich  they  have  contributed  a  large  propor- 
tion of  their  graduates,  more  especially  in  the  depart- 
ment of  administration.  The  public  service  of  the  de- 
nominational colleges,  measured  by  their  contribution 
to  Leadership,  must  be  ludged  somewhat  more  generously 
than  the  figures  would  indicate,  because  of  the  fact  that 
the  denominational  colleges  were  more  active  in  an  ear- 
lier period. 

Through  their  leaders  they  have  affected  vari- 
ous movements  for  social  progress.   In  national  crises, 
the  denominational  colleges  have  played  an  honorable  part. 
Much  evidence  r. as  not  found  for  specific  contributions 
made  to  social  and  industrial  reforms,  but  indications 
seem  to  sho*  that  they  have  forwarded  these  movements, 
especially  in  the  case  of  Prohibition.  Their  influence 


-'jV- 


Oft 


^a  ti 


-I 


-71- 


has  Bhovn  Itsalf  moat  clearly  In  advance  movements  In 
education  and  religion,  such  as  that  of  Co-education,  the 
Education  of  the  Negro,  and  the  Ulsslonary  movement  of 
the  Church.  Most  naturally  'theee  moveraents  have  been 
tlthln  the  fields  to  which  they  have  contributed  the 
largest  numbers  of  leaders. 

These  movements  have  been  the  expression  of 
various  Ideals  fostered  vlthln  the  Colleges.   Some  of  the 
colleges  have  had  within  them  the  natural  conditions  for 
developing  the  Ideals  of  freedom,  unity  and  democrncy; 

-  .v 

although  freauently  other  factors  have  been  present  to 
hinder  the  growth  of  these  Ideals,   Similarly,  the  denom- 
inational colleges  have  had  advantages  for  the  development 
of  such  desirable  social  Idat^ls  as  those  of  Sociability, 
Initiative  and  Loyalty.  Even  Tolerance  has  been  promoted 
by  the  liberalizing  effect  of  the  college  on  the  denomin- 
ation. The  educational  Ideals  of  the  denominational  col- 
leges, as  they  have  been  expressed,  have  been  broad  and 
noble,  but  too  often,  fchey  have  lacked  the  means  of  making 
them  effective.  They  have  performed  a  peculiar  service, 
however,  in  creating  a  taste  for  Intellectual  pursuits  in 
those  ffho  would  not  be  re«\ched,  except  through  a  religious 
appeal.   The  one  ideal  which  they  have  most  coneistently 


TMWVoat  «o  rorfa  Bsrf 


r»'. 


/eb 
'•XXO- 

♦a 

iBS'iqjc*  n9»c   FiVjna  ^'^iZJ   kb    »b^^5X 


^idvevo-i 


S( 


-72- 


•nd  universally  held.  Is  the  religious  Ideal,  or  rather, 
the  Christian  Ideal,  -  the  development  of  character  for 
service.   In  this,  they  have  made  a  moat  worthy  contri- 
bution. 

On  the  other  hand,  they  have  often  hindered  each 
other  and  educational  work  in  general,  through  a  lack  of 
foresight,  both  in  the  launching  and  In  the  develop-rient 
of  their  work.  They  have  wasted  strength  through  dupli- 
cation of  effort,  and  they  have  scatte]?ed  their  energies 
through  ambitious  planning,  instead  of  modestly  confining 
their  efforts  to  that  which  they  are  best  able  to  do. 
Some  of  them  have  Injuired  the  cause  of  education  by  lower- 
ing admission  requirements  in  order  to  secure  students, 
by  countenancing  an  inferior  grade  of  work  because  of 
lack  of  equipment,  or  by  conferring  degrees  promiscuously 
in  order  to  secure  graduates.   Finally,  they  are  in  danger 
of  delaying  that  religious  unity  and  better  understanding 
among  religious  denominations,  which  results  from  working 
together. 

hef lection  in  these  facts  would  suggest  that  anjr 
program  for  the  denoralnatlonal  colleges  of  the  future, 
whereby  they  might  render  greater  public  service,  must  be 


•V;*^ii^ 


3- 


^^Ua^-  a 


nC 

.fn 


:c 


-»* 


-73- 


bftsed  (1)  on  an  attempt  to  avoid  these  losses  and  (2) 

at  the  sane  time  to  encourage  those  activities  in  which 
the  denominational  colleges  have  already  proved  most  suc- 
cesful  and  most  efficient. 

The  flr%  step  In  the  elimination  of  losses,  »ould 
be  the  prevention  of  dnnllcation  of  effort.  Re  have  seen 
that  duplication  of  effort  has  come  about  throu/\h  irregu- 
larity in  the  distribution  of  colleges.  This,  in  turn, 
v^as  due  to  a  lack  of  consideration  by  one  denoiaination  of 
the  educational  activities  of  another,  or  to  a  lack  of 
foresight  within  the  denomination  itself.  Hence,  the  ques- 
tion is  seen  to  depend  upon  greater  co-operation  among 
denominations,  and  the  unification  of  educational  interests 
within  the  denomination,   Y.e  have  observed  instances  nhere 
the  solution  of  this  problem  has  come  about  naturally,  - 
competing  Inst it  't ions  have  joined  their  forces  in  order 
to  work  more  efficiently,  or  one  denomination  has  with- 
drawn from  the  field,  in  favor  of  another.   It  ie  barely 
possible  th9t  If  the  colleges  were  left  alone,  the  prob- 
lem would  solve  itself.  The  weaker  institutions  would 
drop  out,  as  they  have  In  the  past,  and  the  stronger 
Institutions  would  eventually  learn  to  co- operate.  But 
this  would  be  a  slow  process,   i&hlle  waiting  for  that 


'I'rTJt'ift^.tfl 


.«»ESrf 


3  1 


<3 


■iq  «•!»  «  «tf 


fl 


-74- 


state  of  perfection  to  come  about,  In  *hlch  higher 
educational  Institutions  would  work  together  harmoniously, 
through  an  altruistic  desire  of  serving  the  public  more 
efficiently,  energy  »ould  continue  to  be  naeted.   And  even 
though  institutions  would  be  willing  to  co-operate,  er- 
rors would  be  made  becBiise  of  the  lack  of  wide  enough 
knowledge  of  the  educational  needs  of  the  coonti?y.  There 
must  be  some  central  agency,  with  executive  as  well  as 
advlcory  powers,  whose  special  duties  it  should  be  to 
study  this  problem,  and  help  the  colleges  in  their  efforts 
toward  read^uetwfnt.  That  such  an  agency  Is  needed,  all 
refrrmers  agree,  but  they  differ  widely  as  to  just  what 
it  should  be. 

In  the  suggestions  that  have  been  made,  there 
is  a  general  lack  of  definlteness.  T,  J".  Jones,  in  his 
program  for  the  re-organlsatlon  of  colleges  for  the  Negro, 
has  recommended  that  a  ocMnmittee  from  the  various  denom- 
inations be  appointed  to  consider  the  vise  distribution 
of  colleges.  This  committee  should  study  the  needs  of 
the  people,  the  interests  of  the  denominations,  and  the 
means  at  hand  for  meeting  these  needs*   In  the  light  of 
this  study.  It  should  make  recommendations  regarding  the 
type  of  work  that  could  be  continued  the  most  advsnta- 


1.  Educational  Bulletin,  1916,  No.  38.  Vol.  I,  Chap.  IV, 
Colleges  and  Professional  Schools. 


«T 


a'^v*   (• 


^jaz^ 


'»$: 


-75- 


geously  by  the  existing  colleges,  and  should  advise  with 
the  denominations  in  regard  to  the  establishment  of  future 
colleges.  Such  a  plan  could  be  made  for  the  denomination- 
al colleges  In  general.  The  work  might  be  begun  through 
the  department  of  Universities  and  Colleges  of  the  Reli- 
gious Education  Aesotilatlon.  But  It  la  evident  that  such 
a  committee  could  have  only  advlaorr  functions.   I'o  might 
recomsnond  to  a  denomination  the  unifloitlon  of  Its  educa- 
tional Interests,  or  Its  co-operation  with  anoth^^^r  denom- 
ination, but  th«?.t  Is  all  It  could  accomrjllah.   vSome  potter 
would  be  needed,  either  rt<^t-^  or  Federal,  to  arry   out  the 
advisements  of  the  committee.  The  creation  of  a  federal 
department  of  education,  with  control  over  the  Incorpora- 
tion, classification,  and  standardization  of  higher  educa- 
tional Institutions,  would  fill  this  need.  This  depart- 
ment should  ure  the  corresponding  department  of  Dnlvertfl- 
tles  and  Colleges  of  the  Religious  Education  Association, 
as  an  advisory  board.  In  all  matters  which  pertained  to 
the  colleges  and  Universities  of  religious  denominations. 

This  limited  form  of  state  control  would  also 
aid  In  preventing  the  educational  loss  which  comes  about 
through  low  standards.   It  Is  self-evident  that  no  educa- 
tional institution  can  render  its  full  service  to  the 
public,  until  it  performs  its  educational  functions  e^'fl- 


'«J    r,lBV091A 


'^«lf>0*' 


-76- 


clently.  The  state  should  not  only  regulate  the  Incor- 
poration of  all  educational  Institutions  but  make  minimum 
requirements,  such  as  those  made  by  the  Carnegie  Founda- 
tion, regarding  the  work  done.  No  college  should  continue, 
as  a  college,  ifithout  sufficient  Income  for  It  to  main- 
tain the  reouired  educational  standards.   Provision  should 
be  made  for  some  system  of  educational  scrutiny,  that  v.ould 
give  the  public  assurance  that  the  accepted  rtandards  were 
maintained  regarding  courses  offered.  Qualifications  of 
teachers,  entrance  requirem'^nts,  the  conferring  of  degrees, 
equipment,  income,  number  of  departments,  hours  per  pro- 
fessor, and  preparatory  work,  if  such  was  offered. 

Those  colleges  not  able  to  meet  the  standards 
set,  and  tho&e  institutions  with  a  large  percentage  of 
their  sutdents  in  the  preparatory  department,  could  very 
profitably  became  Junior  Colleges.  An  income  insufficient 
for  maintaining  the  full  four-years'  work,  would  be  ample 
when  concentrated  upon  the  work  of  the  "lower  division". 
The  college,  instead  of  harming  educational  interosta  by 
putting  out  an  inferior  grade  of  work,  would  be  rendering 
unusual  service  by  offering  superior  advantages  to  its 
students.  The  teachers  and  squipment  would  be  better 

than  under  oth^r  circumstances,  and  the  students  would 


•77- 


stlll  have  the  advan+iages  gained  through  small  classes, 

and  personal  touch  with  the  teachers.  The  colleges  would 

be  assisting  the  state  by  relieving  it  of  this  part  of 

the  cost  of  education,  and  bv  allowing  the  state  unlver- 

1 
sltles  to  ooncentrBte  upon  regular  university  ipork. 

Thflre  are  those  who  urge  that  the  denomination- 
al colleges,  Instead  of  trying  to  ir^et  the  desired  educa- 
tional standai*d«,  should  eA^^   ^!^  general  educational  ac- 
tivities, and  confine  their  efforts  to  the  field  of  rell- 
f^lous  education:  that  those  colleges  near  the  state  uni^* 
versltles  should  make  arrangeinents  whereby  the  latter  would 
furnish  the  necessary  literary  and  scientific  Instruction, 
enabling  ^hem  to  sneclallze  In  the  deoartrnent  of  religion. 
This  method  inight  be  very  desirable,  v^re   It  not  for  the 
fact  that  It  would  tend  to  draw  an  unnecessary,  artificial 

line  between  education  that  is  religious,  and  "non-rell- 

2 

gious^education.   Nevertheless,  this  arrangement  would 

be  preferable  to  that  of  cutting  off  completely  general 
literary  vork.  The  world  is  too  full  already,  of  leaders 
of  the  narrow,  bigoted  type  that  are  produced  by  Biblical 


1.  Lange,  A.  P.  -  The  Junior  College  -  N.  E.  A.  Jour- 

nal Proceedings,  1915,  p.  119  ff. 

2.  Main,  J.  K.  T.  -  The  Modern  Man  and  Religious  Kduca- 

tlon  -  Kellgious  Education  IV.  p.  484. 


iltfB 


90 


J.0 


-73- 


Schoola  and  Hellglous  Training  centers  which  make  no  pro- 
vision for  the  liberal  culture  of  their  stu tents.   One  of 
the  «xpl«inatlon8  offered  for  the  many  closed  churches  of 
the  present.  Is  that  their  leaders  wer*  not  men  big  enough 
for  the  tob.  They  did  not  understand  the  llf«»,  the  needs, 
the  Interests  of  their  people,  The  denominational  colleges, 
to  do  their  best  In  their  special  field,  should  continue 
thplr  f^eneral  educational  activities.   If,  for  efficiency, 
amputation  of  the  work  Is  necessary.  It  sho^Jild  be  done  by 
cutting  off  a  cross-section,  not  by  maklnf^  a  longitudinal 
division. 

This  raising  of  educational  standards  would  also 
help  to  defeat  that  narrow  sectarianism  which  Is  largely 
due  to  ignorance,  and  a  superficial  conception  of  religion 
and  Its  relation  to  life.  There  could  be  no  better  means 
of  off -setting  sectarianism  and  rsromotlng  Tolerance,  than 
by  training  niPn  big  ©nough  to  see  beyv^nd  trivial  differences 
In  Creed. 

V 1th  the  losses  thus  eliminated,  the  colleges 
should  turn  their  attention  to  the  performance  of  those 
services  that  are  peculiarly  theirs,  and  In  which  they 
can  best  sunolement  the  state. 

The  extension  of  educational  opoortunlty  to 


-c 


f.t 


lil  f 


-79- 


those  out  of  reach  of  other  Institutions,  In  irhlch  the 
denominational  colleges  performed  such  a  rich  service  In 
«?^rl7  years,  tihould  be  encouraged.   Nov?  that  the  frontier 
Is  gone,  continued  appeals  should  be  made  to  that  part 
of  their  constituency  not  Interested  In  education,  except 
for  Itn  religious  oonnoctlon,  or  the  proximity  of  the 
college*  to  them.  This  Is  the  educational  f roant-ler  of  the 
denominational  college.  The  proper  re,;ul?^tlon  of  th^ 
distribution  of  colleges  would"  also  aid  in  increasing  the 
numbers  reached;   for  the  recofrmendatlons  made  by  the 
denominational  board  for  the  establlnhnftnt  of  colleges 
would  naturally  be  such  that  educational  facilities  T^ould 
be  provided  by  them  In  pieces  not  reached  by  other  insti- 
tutions. 

The  raising  of  their  educational  standards 
should  also  enable  the  denominational  colleges  to  train 
leaders  more  e"ficiently.  ^specially  should  the  denomin- 
ational colleges  develop  that  line  of  activity  for  which 
they  are  particularly  fitted,  and  ?.hlch  most  of  the  state 
institutions  are  prohibited  from  giving,  namely,  religious 
education.  There  are  fer  who  would  admit  that  the  stote 
could  long  exist.  If  its  youth  did  not  have  moral  and 
religious  training.   If  the  state  is  debarred  by  its  nature 
from  offering  such  training,  what  greater  public  service 


r'.t. 


■»J" 


fi   ffocrti  'tl 


-80- 


oould  the  denominational  colleges  render  than  the  supiply- 
ing  of  this  need.  Leaders  with  the  religious  Ideal  must 
be  trained,  the  denominational  colleges  should  undertake 
the  task.  Their  teachers «  their  courses,  their  activi- 
ties in  general,  should  lead  to  this  end.  The  depart.aent 
of  religion  should  not  confine  its  work  merely  to  the 
customary  studios  In  biblical  literature  and  church  doc- 
trines, but  should  have  courses  relating  to  the  practice 
as  »ell  as  the  principles  of  Chrlstlanltf .  Every  avail- 
able means  should  be  used  to  magnify  the  Ideal  ithlch  the 
state  needs  for  Its  complete  development.  Through  It, 
the  denominational  colleges  can  best  influence  movements 
for  social  progress.   Cctsnercl  alism,  graft  in  business 
and  in  politics,  unvholes oneness  in  axmAsements,  and  many 
other  hexing  social  and  Industrial  questions  rill  disap- 
pear as  soon  as  men  are  permeated  with  he  religious  ideal. 
For,  aa  S,   H.  T.  Main  says,  in  the  Modern  Man  and  Reli- 
gious Education,  "it  is  the  positive,  the  initiating 
motive  of  life,  the  very  sould  of  life's  upward  manlfeat- 
ations,  social,  institutional,  philanthropic  and  political  . 
In  brief,  the  denominational  colleges  to  render 


Religious  Education,  Chap.  IV,  p.  483. 


"vLqifSiU' 


>   h^X 


'Hi 


za 


i  eb6  -^s 


■«r<An  t 


to 


*A 


-81- 


tho  greatest  public  service  muat  be  conaumed  with  the 
desire  of  meeting  the  needs  of  the  people,  and  be  will- 
ing  to  work  Intelligently  and  unselfishly  with  each 
other,  and  with  the  state.  In  the  supplying  of  them. 


APPEi!n)IZ 


nar.t 


1 

1 

1 

1 

i 

1 

1 

1     f 

«w 

z. 

r 

wing  the  nuiy 
'nominatlonal 

1                     rt4-V».*»*»      Vfc  ■< 

'       ! 

I     I     7     ;     ! 

!■ 

She 

•                                                       « 

attending  de 

ber  and  percentage  or  students 
colleges   in  1970,    in  comparison 

wion 

l^LZV/OC?       JL1<-I 

eport 

r;i-     liigin;;!-     ^uuv>a  b  x«JiJaj.      xiio  l>  X  uuuxuiJa  • 

oasea    on    tne    n 

Of  the 

.,■       i 

U* 

1                   ' 

_4- 

01     AQQCa- 

1 

at  ion  ror  -qubm  year 

i      1     i 

• 

! 

.1     '     ! 

.    _     _  ;       .           1            ...1      .          1 

\     i     1 

'  ' 

^    J  Total  num-.    ^^UI^be^  of      .Number  of      .    Percentage 
"  ber  of   stu-  students  et-   students      *of  students 

\ 

1 

Stat 

1 

es 

> 

dents   in      •   tending  State  attending -attending 
^Col  litres  i •Universities sDenomlnatlon-DAnnmina'hiftin- 

I      1       1 

Universities.*  None-sec*al 

collegesj 

a: 

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- 

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an 

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■r 


TABLE   II. 

!  i  \  \ 


4- 


'  I  !-■] 


Shoving  the  number  and  percentage  of  students 


attending  denominational  colleges  in  1896-97,  In  com- 
parison with  those  from  other  higher  educational  insti- 
tutions. Based  on  the  Report  of  the  0.  S«  Commissioner  of 
Education  for  that  year*- 

f-4-4-4-i- 


i 


I  I  I"  I'i  j 


a=t 


i  I  r  I  i 


_State£ 


Total  num- 
ber of  stiu- 
dents  in 
Colleges  & 
Universities 


iNuraber  of   : Number  of 

students  at-  students 

:tending  State  attenclng  t 

:UniverSities  Denomln«^Tion 

St   Non-sec-   al  colleges 

tarian  coll-t  t  I  I   i  i 

~\ — f — fH — f — r~ 


Percentage: 
of  students 
attending 
Denomination 
al  colleges 


i4 


TABLE  nil 


4. 


i 


j  fihovlng  the  number  and  percentage  of  students 

attending  denominational  colleges  in  1907,    In  com-? 

parison  with  those  from  other  higher  educational  insti- 

tutiona.i^  Based  on  the  Report  of  the  D.  S.  Conunlssloner 

j^f  Education  for  that  year. 


tV 


States. 


i. 


i^otal  num-   :»aniber  of  J  Number  of  iPercentage 
~[ber  of  stu-  students  at-  students   of  students 
dents  in     tendingState  attending  :  attencing 
Collegre  &   zUniversities  Denomination  DenominQtion 
Dniversities:*  Non-Sec-   -al  colleges  -al  colleges 
tarian  cop.l't 


TABLE   IV . 
Showing  the  nunib'^r  and  percentage  of  students 
attending  denominational  colleges  In  comparison  with  those  fr 
from  other  higher  educational  institutions,  according  to 

the  Report  of  the  U.  S.  Coiiunlssdner  of  Education  for  1917, 


•Total  num-  :flumber  of  :Nuinber  of   : Percentage 

ber  of  stu-  students  at-  students    of  students 

^dents  in  tendlngState  attending   attending 

|Colleges  &  Universities  Denomination  Denomination 


!>tatem^  ^dents  in 


1 


lliiversities  &  Non-sec-   al  colleges 
tarian  coll- 


T 


eges. 


h 

466 
855 

i059 
527 
2849 
>932 
J966 

)282 

J004 

1171 

5038 

441 

498 

2021 

5037 

3158 

1752 

5006 

2362 

»9S 

286 


al  colleges 


— rr*  ^ 

Arizona  466 

Arkansas  2118 

California  15136 

Colorado  5615 

Idaho  716 

Iowa  20296 

Kansas  11994 

Louisiana  3607 

Minnesota  11090 

Missouri  10988 

Montana  1171 

Nebraska  8504 

Nevada  441 

New  Mexico  498 

North  Dakota  2521 

Oklahoma  5805 

Oregon  4199 

South  Dakota  2407 

Texas  8865 

Utah  2562 

Washington  5925 

lyoming  286 


855 

1263 

b9% 
34% 

1  TflSB* 

6252 

4059 

1566 

27% 

527 

189 

26% 

12849  ! 

T449 

36% 

5932 

6062 

50% 

2966 

641 

17% 

8282 

2808 

25% 

6004 

4984 

45% 

3466 

500 
768 

1041 
656 

3349 


— i 

mm 

740 

^ 

— 

40% 


19% 

20% 
24% 
27% 
43% 

12% 


TABLE  V. 

Shoirlng  the  Distribution  of  Graduates  of 
the  Denominational  Colleges  west  of  the 
Mississippi,  whose  names  are  found  In 
"Who's  #ho  in  America",  lB19-iei9. 


&di    to   cte9w   B^^9L[oO   Jgnoi^tflnlriionaQ   sr.- 
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Bedford 
Beebe,  Jaa.Er: 
Beggs*  O.H. 
Benson^HiL^^ 
Benton.Li  J« 


I    i    t    r 

Prdfeaslon*. 

BUSINESS  h. 
INDUSTRY. 


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Benton,Ouy  P. 
Bergin,A. 
Bernard, L.L 
Betts,Oeo.H. 
Bizzell.Wm.B. 
Black, Sam  Chas« 
Blackmar,P.*« 
Blair, Vllray  P 
Bode,B.H. 

BondfJas.L.   ^ 

Bone,  v.,  P. 

Bonebrake ,  P«"j — t  -  i-  j 

Bonney,*.L. 
BookTRater.L. 
Both-Ja*,  a, 
Bovard,O.P. 
Boving,Chas.B. 
Boven, J.V. 


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STATE 


RELIOIOt^  EDUCATION 


4-H 


Oldf  ield  V-m. 
Olin  Arvln 

Ordel  Z. 
Pace  M'iry  A. 

Peaks  Arch 
Pearson  P. 

Phelan  Jas. 

Phillips  Chas 
Phllblad  Ernest 

Piper  Ed. 
Potter  Geo, 
Powell  Kd. 
Prendergaet  A. 
Prescott  A. 
Priest  TIcn. 
Prouty  Sol. 
Piircell  F. 
Ouayle  Van. 
Fader  Perry 
Baffety  V.m. 
Ramsey  Hor, 

Randall  Ed. 
Ray  JW.A, 


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Ffeavls  Jas, 

Redfield  E. 
Reed  Flmer 

Reherd.  Herb. 
Relsner  C, 
Rectarick  B.B. 
Reynolds  .Tfi. 
Rice  Merbon 

Richardson   I. 
Rlp;by  Am. 
Riley  Tho. 
Robertson  Ed, 
Rpblne  H. 
RoblttsoM  H* 
Roder>^erg  tn, 
Hogerri  Vv, 
Rommel  Geo. 

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Russell  D. 
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TABLE  VI. 

Showing  the  Dlstrlhutlon  of  Graduates  of 
Ifon-Seotarlan  Colleges  (formerly  Danomln- 
atlonal)  west  of  the  Missisalppi.  whose 
nanas  are  found  in  "Kho's  V<ho  In  Aia<»rica", 
1918-191©. 


1 

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Sibley,  Josiah 
Sloane,  Wm.  A* 
Smiley,  Chas.  H. 
Spalding,  Phebe 
Stewart,  De  Lisle 
Stewart,  Kobt. 
Stookey,  Stephen 
Taylor,  A.  Iva 

Van  JSpps,  C. 
leblen,  A.  A, 

Watson,  Wm.  S. 

Wehrman,  Nelson 

Wenzlaff,  Gustav 

Whioher,  Geo,  M. 
Whltoomb,  S.  L. 
White,  Geo.  E. 
Willis,  Hugh 
Wilson,  H.  C. 
Woodbrldge,  D,  B, 

Woodworth,  Prank 
Young,  Anne 


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Professions 
EDUCATION  BUSIJJESS 
&  IITDUSTRY 


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TABLE  VII. 

Showing  the  Distribution  of  Graduates  of 
State  nnlvereltles  and  strict ly  Non-S«c~ 
tarian  Colle(ge8  west  of  the  Mississippi, 
whose  names  are  found  In  "?*ho'  %ho  In 
America",  1918-1919. 


JtTQHlA 


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RLLIGION  EDUCATION 


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Abbott  Fred. 
Abbott  Hoirard 
Abram  LeRoy 

Adams  Br 1 stow 

Adams  Jn. 
Adsms  R, 

Agee  P. 
Alton  Geo. 

ii^ere  Osoar 
Alden  s*ir9m   C 
Alderman  L. 
Aldrlch  Jn. 

Alexander  C, 
Alexander  H, 

Allen  I*io. 

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Anders^m  Alex. 

Anderson  P.L. 
Anderson  ^M. 
Anderson  L. 
Anderson  R. 
Angelottl  F. 

Arbuckle  Jn. 
Arnold  J. 


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6G52&4 


UNIVERSITY  OF  CAUFORNIA  UBRARY 


LANGE  LIBRARY  OP  EDUCAtlON 

UNIVERSITY  OF  CALIFORNIA 

BERKELEY.  CAUFORNIA; 


